Abstract
4>OFEPBI @>KI>KAlOJ> H>SO>Jl FIDFIF IFQBO>QeOAB ">OKBP KABOPLK 4ROKBO '>IPP?BOD (>KAIBO "BII '>MP #LLH (RKQ $ROFKD #LIBP SB OJPQOLKD 3>K@EBW sV>n>V>K Q>OFEt IFSFKD EFPQLOV sQ>OFEF VBKFABK V>MJ> V>n>J>t EFPQLOF@>I OB@OB>QFLK W>J>K> 9LI@RIRH QFJB QO>SBI SB Q>OFEFK VBKFABK P>E KBIBKJBPF @>KI>KAlOlIJ>Plt OBBK>@QJBKQ LI>O>H AdOQ C>OHIl >AI>KAlOJ> FIB H>OnlJlW> alHJ>HQ>AlO 3dW HLKRPR ?R a>Iln J>A> IFQBO>QeOAB VBO >I>K >AI>KAlOJ>I>OA>K s4>OFEFK VBKFABK P>EKBIBKJBPF @>KI>KAlOlIJ>Pl EFPQLOF@>I OBBK>@QJBKQ t QBJBI >IlKJlnQlO 4>OF EFK VBKFABK P>EKBIBKJBPF @>KI>KAlOlIJ>Pl ?BIFOIBKBK ?FO Q>OFEPBI AdKBJB >FQ PLPV>I HeIQe OBI SBV> PFV>P>I ?FO LI>Vl L AdKBJB >FQ HLPQeJ JeWFH VBJBH BI eOeKIBOF DF?F RKPROI>OI> Ad KBJFK >QJLPCBOFKFK LIRnQRORIARhR Q>OFEb JB H]KI>Ol HRII>K>O>H SB L AdKBJAB VBO >I>K HFnF IBOFK VBOFKB DBaFM >Kl VBKFABK V>n>J>H LI>O>H Q>KlJI>K>?FIFO 4>OFEb ABKBVFJIBJB >J>@l >alPlKA>K AFhBO >AI>KAlOJ>I>OI> LOQ>H VdKe LIJ>HI> ?FOIFHQB sQ>OFEFK VBKFABK P>EKBIBKJB PF @>KI>KAlOlIJ>Pl EFPQLOF@>I OBBK>@QJBKQ t H>MP>JlKA> C>KQ>PQFH V>O>Ql@lIlH RKPROR ?R IRKJ>J>HQ>AlO VKl W>J>KA> PdW HLKRPR ?R >AI>KAlOJ>A> Q>OFEb DBOaBHIFH QBJBI n>OQ LI>O>H dKB PeOeIJBHQBAFO '>MMP o
Keywords
Abstract
The main purpose of this study is to determine the steps to apply the historical reenactment in the history course based on the examples used in education and to present this field of application to the history teachers by discussing the utilities and the limitations of applying the activity in question in history course. The study is in the descriptive survey model. It becomes difficult for the students living in the twenty first century to understand and to interpret the people having lived in the past because they had different traditions, attitudes and values. Therefore, using the applications related to historical reenactment in history teaching makes it possible to bring the past to the modern day. Historical reenactment is always used differently by both voluntary organizations independently and the teachers in schools in many countries. In our country it is used by various organizations except for pedagogical purposes but it is rarely seen in history teaching. If the history teachers in Turkey use the applications of historical reenactment, the use of historical reenactment will be common and be enhanced with different practices.
Keywords
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | July 20, 2013 |
| Published in Issue | Year 2013 Volume: 3 Issue: 2 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
COPE: https://publicationethics.org/about/our-organisation
WAME: https://www.wame.org/conflict-of-interest-in-peer-reviewed-medical-journals
ICMJE: https://www.icmje.org/about-icmje/
BOIA: https://www.budapestopenaccessinitiative.org/