Modern Dünyada Tarih Öğretimi

Bai, S. (2025). A Study on the impact of digital history education resources on teaching in secondary school history classrooms. International Journal for Housing Science and Its Applications Publish, 46(4), 473-481.

Barton, K. C. (2005). History education and national identity in a democracy: Teaching history to diverse students. Mahwah, NJ: Lawrence Erlbaum.

Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.

Bilgili, A. S. (2017). Küreselleşme sürecinde millî tarih eğitimi meselesi. Milli Eğitim Dergisi, 46(216), 21-32.

Bozkurt, V. (2000). Küreselleşme Kavram, Gelişim ve Yaklaşımlar. Küreselleşmenin İnsani Yüzü, Ed. Veysel Bozkurt, I. Baskı, Alfa Yayınları, s. 17-31.

Carretero, M., & Gartner, E. (2024). Artificial intelligence and historical thinking: A dialogic exploration of ChatGPT / Inteligencia artificial y pensamiento histórico: Una exploración dialógica del ChatGPT. Studies in Psychology, 45, 80-102. https://doi.org/10.1177/02109395241241379

Chapman, A. E., & Haydn, T. (2020). Editorial: History education in changing and challenging times. History Education Research Journal, 17(1): 1-3. https://doi.org/10.18546/herj.17.1.01

Green, A. (2013). Education and state formation: Europe, East Asia and the USA (2nd ed.). Palgrave Macmillan.

Haydn, T. (2011). Secondary history: Current themes. In I. Davies (Ed.), Debates in history teaching (pp. 50–62). Routledge.

Haydn, T. (2012). History in schools and the problem of “the nation”. London: Routledge.

Howard, S. K. & Mozejko, A. (2015). Considering the history of digital technologies in education. In M. Henderson & G. Romero (Eds.), Teaching and digital technologies: big issues and critical questions (pp. 157-168). Port Melbourne, Australia: Cambridge University Press.

Hughes-Warrington, M., Martin, A., & O’Brien, L. Y. (2025). Artificial historians. Routledge.

Lee, P., & Ashby, R. (2000). Progression in historical understanding among students ages 7–14. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history (pp. 199–222). New York University Press.

Lee, P., & Shemilt, D. (2003). A scaffold, not a cage: Progression and progression models in history. Teaching History, 113, 13–23.

Licata, L. (2022). Collective memory: Objectification or anchoring?. Papers on Social Representations, 31(1), 5-1.

López-Fernández, C., Tirado-Olivares, S., Mínguez-Pardo, R., & Cózar-Gutiérrez, R. (2023). Putting critical thinking at the center of history lessons in primary education through error-and historical thinking-based instruction. Thinking Skills and Creativity, 49:101316, 101316. https://doi.org/10.1016/j.tsc.2023.101316

Mandler, P. (2014). Educating the nation I: Schools. Transactions of the Royal Historical Society, 24, 5-28.

MEB. (2018). Ortaöğretim Tarih Dersi Öğretim Programı. Ankara: Millî Eğitim Bakanlığı.

MEB. (2023). Ortaöğretim Tarih Dersi (Güncellenmiş) Öğretim Programı. Ankara: Millî Eğitim Bakanlığı.

Miralles-Martínez, P., Gómez-Carrasco, C.J., & Sánchez-Ibañez, R. (2014). Dime qué preguntas y te diré qué evalúas y enseñas. Análisis de los exámenes de ciencias sociales en tercer ciclo de Educación Primaria. Aula Abierta, 42(02), 83-89. https://doi.org/10.1016/j.aula.2014.05.002

Nichol, J., & Dean, J. (1997). History 7–11: Developing primary teaching skills. London: Routledge.

Pingel, F. (2010). UNESCO guidebook on textbook research and textbook revision. Paris: UNESCO.

Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63–85). University of Toronto Press.

Sakki, I. (2025). Collective Memory and History Textbooks. Current Opinion in Psychology, 102073.

Sakki, I. (2016). Raising European citizens: constructing European identities in French and English textbooks. Journal of Social and Political Psychology, 4(1), 444-472.

Safran, M. (2011). Tarih eğitimi ve tarih öğretiminin genel amaçları. İçinde M. Safran (Ed.), Tarih eğitimi: kuram ve uygulama. Ankara: Pegem Akademi.

Safran, M., & Ata, B. (2020). Tarih eğitimi ve öğretimi. Ankara: Pegem Akademi.

Safran, M., & Şimşek, A. (2019). Dijital çağda tarih eğitimi. Ankara: Pegem Akademi.

Seixas, P. (2000). Schweigen! Die Kinder! or, Does postmodern history have a place in the schools? In Knowing, teaching, and learning history: National and international perspectives (pp. 19–37).

Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto: Nelson Education.

UNESCO. (2017). Rethinking history education for the 21st century. Paris: UNESCO.

Wineburg, S., & McGrew, S. (2017). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Stanford History Education Group.

Zinkina, J., Korotayev, A., & Andreev, A. (2016). Mass primary education in the nineteenth century. In Globalistics and Globalization Studies (pp. 63–70).