(he importance of the historical novels in teaching of social studies at 4th grades in primary school)

Intheteaching of historysubjects in SocialStudies in Primary Schools, in additiontoFormalEducation, Theimportance of the Works done withintheframework of thenon-schoolactivities is great. TheHistorytaught in schoolsshould be supportedoutsidetheschool ,too. HistoricalNovelsespeciallyforthechildrenstudying at theprimaryschools, are an effectivetoolforgetting a nationalhistoricalconsciousness. InTurkey, Duetothemanynovelsbeingwritten, dealingwithvarioushistoricalperiods, ıt is neededtomake a compulsoryeducationalassessmentforthem. Inthisresearch, it is aimed at Whatkind of changes in students' academicsuccesswillthetreatmentcourseswiththehistoricalnovels in socialstudies at 4th grades in Primaryschoolhappenand as a result of thefindingsthenecessity of theproposalsfortheircontrubitiontoStudents' academicsuccess in theteachingHistoricalnovelssubbjects in Socialstudies. The main purpose of thisresearch is seeking an answerforthequestion "Doestheuse of historicalnovels as a suitableteachingmaterialaccordintgtotheconstructiveapproachhaveimpact on Students' academicsuccess?" Thesurveygroup is composed of 4th gradestudents in Zübeyde Hanım PrimarySchoolin Güce ( a sub-province of Giresun) and 19 Eylül PrimarySchool.Intheresearch, theclasseswerechosen Zübeyde Hanım Primary School (n:35), and 19 Eylül Primary School (n:35)as theexperimentalgroupandthecontrolgrouprespectively.Thenpretestandposttestcontrolgroupdesignwasused. Thestudentswereassignedtotheexperimentalandcontrolgroupsbyusingtheintactmethod. While in 4th A/B classes in Zübeyde Hanım Primary School (experimentalgroup) hteconstructivistapproach in whichthehistoricalnovelsused as a material , wascarriedout, in 4th A/Bclasss in 19 Eylül Primary School (Control Group) theteaching in whichthehistorical vi novels not used, wasapplied.Inthisresearch, achievement test wasappliedtogatherdata. Not onlybefore but alsoafterexperimentalprocedurre, theachievementtestswereappliedtoboth of thegroups. Thedatasobtained , wereanalyzedbyusingthe SPSS software.Inresolving of thesub-problems of theresearch, T- test wasdone. Repeatedmeasureswere done. Frequencyandthearithmeticmeanwereused. A significantdifferencebetweentheexperimentalandontrolgroups' total scores, they had in pretestand protest in pre- experimentand post- experimentfortheunit "I am Learning My History". Relatedtothesttudents' success in thisunit, there is a significantdifferencebetweenthearithmeticmeans of thepretestandposttest. Itwasfoundthatthestudents' scoresrangedfrompre-experimentto post- experiment. Inotherwords, it wasfoundthat in experimantalgroupandcontrolgroup , therepeatedmeasuresfactors' commonimpacts on thelevels of achievements of thetestsfortheunit " I am learning My History" wasmeaningful. Itwasseenthattheconstructivistmethod in whichhistoricalnovelsused is moreeffective in increaingstudents' successthantheother.