TARİH ÖĞRETMENLERİNİN TARTIŞMA YÖNTEMİNİN KULLANILMASINA İLİŞKİN GÖRÜŞLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

• Main Authors: Muhammet Ahmet Tokdemir, Necdet Hayta
• Format: Article
• Language: English
• Published: Turkish History Education Journal 2014-10-01
• Series: Turkish History Education Journal
• Subjects: Tarih Öğretimi, Tartışma Yöntemi, Öğretmen Görüşleri
• Online Access: http://www.tuhed.org/article/view/5000071430

This research aims to determine whether teachers’ wievs about discussion method differed in terms of various variables. Gender, professional experience, typ of school and graduated faculty were used as variabales. The research is a descriptive study. A questionnaire was used as data collection tool. History teachers who are working in secondary schools in the centre of Ankara are the universe of the study. The ample of the study are 284 teachers who participated in the survey. The quantitative data which obtained within this research were analyzed by using SPSS package program for Windows 7. The questionnaire which is used in the context of the research revealed an overview of history teachers’ beliefs about discussion method. As a result of research teachers have positive opinions about discussion method. There are significant differences between gender, * Yrd.Doç.Dr., Recep Tayyip Erdoğan Üniversitesi, Eğitim Fakültesi. E-posta: [e-mail] ** Prof.Dr., Gazi Üniversitesi, Gazi Eğitim Fakültesi. E-posta: [e-mail] seniority and type of school in terms of opinions of history teachers. There is no difference about theachers’ graduated faculty in terms of opinions.