SOSYAL BİLGİLER ÖĞRETMENLERİNİN KANIT TEMELLİ TARİH ÖĞRETİMİ HAKKINDAKİ DENEYİM VE GÖRÜŞLERİ
SOCIAL STUDIES TEACHERS' EXPERIENCES AND OPINIONS ON EVIDENCE-BASED HISTORY TEACHING

Summary/Abstract: This research aims to examine social studies teachers' experiences and opinions on evidence-based history teaching. Participants' knowledge level, implementation strategies, student participation, difficulties encountered, successes achieved, factors affecting adoption, student evaluation, training and development needs, suggestions and future goals were discussed. The research was conducted on 18 history teachers working in Adana, and the data obtained from the interviews were evaluated with the thematic analysis method. According to the findings, the participants' level of knowledge about evidence-based history teaching was generally found to be high. It has been determined that teachers frequently use sample analysis and evaluation strategies, and that these strategies increase student participation and strengthen analytical skills. However, the existence of challenges such as resource limitations and the need for more training and resources were also highlighted. The research has shown that factors such as school administration, student profile and teacher motivation influence the process of adopting evidence-based history teaching. Teachers preferred to use performance indicators in student evaluation. Additionally, it was determined that the need for colleague collaboration, participation in training programs and receiving more support came to the fore. In conclusion, this research made a valuable contribution to understanding social studies teachers' experiences in evidence-based history teaching. The findings provide the basis for future studies in terms of teacher training, curriculum development and school management strategies.

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