Trajectory of curiosity towards historical figures in primary and secondary schools and a study on historical curiosity

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dc.authorid0000-0003-4580-8436
dc.contributor.authorAltun, Adnan
dc.date.accessioned2021-06-23T19:50:07Z
dc.date.available2021-06-23T19:50:07Z
dc.date.issued2018
dc.departmentBAİBÜ, Eğitim Fakültesi, Türkçe ve Sosyal Bilimler Eğitimi Bölümüen_US
dc.description.abstractWhen the studies on literature are reviewed, it appears that there are basically two types of curiosity; perceptual curiosity and epistemic curiosity. While perceptual curiosity is generally activated by extraordinary situations, events, factors or developments affecting sense organs such as hearing, seeing, tasting and feeling the heat, epistemic curiosity emerges in various degrees depending on individual and new information obtained by or delivered to that individual. The fact that epistemic curiosity emerges mainly from information brings the following question into the mind: If the curiosity emerges from information, then, can we speak of different curiosity types specific to different types of information or discipline? For example, can there be a different type of curiosity specific to the discipline of history? The present study stemming from this hypothesis aims at reaching a meaningful pattern through analysing the reasons or motives of curiosities of participants towards historical figures, events, times and places. To this end, grounded theory process was chosen out of qualitative research methods. In this study, it is focused on the curiosities of primary and secondary school students towards historical figures as a part of afore- mentioned grounded theory process. As it is intended to generate a theory regarding historical curiosity, grounded theory method was preferred. In this study that can be seen as the fourth phase of "theory generating process", the processes of "collecting data", "analysing the collected data" and "generating a new theory" are carried on simultaneously. The sample group consists of 606 primary and secondary school students. The data collected by means of this study that was conducted by "face-to-face interview method" is analysed through continuous comparative analysis method and the study is supported with theoretical notes. The figures most wondered by the students appear to be the historical ones and those serving in the army, with Mustafa Kemal Ataturk and Fatih Sultan Mehmet occupying the first places. Besides, according to the findings of the study, the reasons of curiosities can be summarized as follows: "Historical importance, extraordinariness, personal qualifications, truth, empathy, sympathy, influence of media, insufficient information, environmental effect and antipathy". Based on these findings, it was reached to the following classification in connection with historical curiosity: "Important curiosity, extraordinary curiosity, experimental curiosity, emotional curiosity, dilemmatic curiosity and environmental curiosity". It is expected that this classification that appeared as one of the most important findings of the present study will contribute to historyteaching, mainly in the fields of writing textbooks and "teachingapproaches" of the teachers.en_US
dc.identifier.doi10.15390/EB.2018.4210
dc.identifier.endpage288en_US
dc.identifier.issn1300-1337
dc.identifier.issue193en_US
dc.identifier.scopus2-s2.0-85044441549en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage259en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2018.4210
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9706
dc.identifier.volume43en_US
dc.identifier.wosWOS:000428112100013en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAltun, Adnan
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectHistorical curiosityen_US
dc.subjectPrimary and Secondary School Studentsen_US
dc.subjectCuriosity Trajectoryen_US
dc.subjectHistorical Figuresen_US
dc.subjectCuriosity Typesen_US
dc.titleTrajectory of curiosity towards historical figures in primary and secondary schools and a study on historical curiosityen_US
dc.typeArticleen_US

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