Conceptual Direction of History Teaching from the Perspective of 21st Century Skills
In this study, current date curriculums - both from Turkey and also from countries with high levels of welfare, such as Canada, UK, Australia, United States - were reviewed from the perspective of the 21st century skills, in order to determine how history education changes according to the conjunctu...
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| Format: | Article |
| Language: | Turkish |
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Okur Yazar Derneği
2021-01-01
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| Series: | İnsan&İnsan Bilim Kültür Sanat ve Düşünce Dergisi |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/1372187 |
| Summary: | In this study, current date curriculums - both from Turkey and also from countries with high levels of welfare, such as Canada, UK, Australia, United States - were reviewed from the perspective of the 21st century skills, in order to determine how history education changes according to the conjuncture. In this context, a general framework about 21st century skills was presented, and then the reflections of this approach in history education were emphasized. The last part of the study attempts to develop an interpretation, based on history education practices from Turkey and other countries in scope. By the millennium, especially in countries with high welfare, it is seen that gains from history education is associated with critical thinking and problem solving skills; multi-perspectivity approach to historical events is developed, and efforts are made to appreciate the common aspects of cultural heritage. In this context, current curricula prepared for history and social studies courses in Canada, Australia, England and United States provide a subject-specific perspective. For Turkey, it may be said that there is still a way to be taken in terms of practices.
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| ISSN: | 2148-7537 2148-7537 |