Original article | Journal of Innovative Research in Teacher Education 2024, Vol. 5(3) 147-168
Analyzing the secondary school history 9 textbook in Türkiye regarding historical ethics
Ismail Hakkı Demircioğlu, Inanç Genç & Selahattin Kaymakcı
pp. 147 - 168 | Manu. Number: MANU-2406-04-0002.R1
Published online: December 22, 2024 | Number of Views: 1 | Number of Download: 4
Abstract
Historical ethics is addressed in history textbooks in an integrative, multi-faceted, reflective, and topical way. This approach contributes to a more comprehensive understanding of the past and the development of students' critical evaluation skills. This study aims to comprehensively evaluate the 9th-grade history textbook in Türkiye from the perspective of historical ethics. Within the scope of qualitative methodology, document analysis was used in the study, and the Secondary History 9 textbook published by the Ministry of National Education of the Republic of Türkiye was used as the data source. The "Form for Examining Textbooks in terms of Historical Ethics" developed by the researchers was used as a data collection tool. The textbook's content was analyzed in this framework regarding historical accuracy and honesty, cultural sensitivity and diversity, human rights and ethical values, critical approach and topicality, impartiality, and pluralism. The data collected within the scope of the research were analyzed by the content analysis method. The findings show that the Secondary History 9 textbook complies with the principles of historical ethics to a great extent. However, it was concluded that some themes should be examined more deeply, and some aspects of the content should be enriched. It can be said that including more examples and discussions, especially in areas such as historical accuracy, cultural sensitivity, and human rights, will contribute to developing students' critical thinking skills.
Keywords: Historical ethics, Historical thinking, History education, History Textbook
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