This study’s primary purpose is to investigate the ways in which eighth-grade students responded to a story told to them in a history lesson, which was intended to teach them tolerance. The author used a qualitative approach to gather data in this study. First, he researched the literature dealing with the importance of storytelling in education. Second, he used a semistructured interview to elicit the attitudes of twenty randomly chosen eighth-grade students, both toward the story itself and toward the activities basedon the story. The author conducted the research in May 2005 in a primary school in the city of Trabzon, Turkey. The compiled data revealed the following results: the use of stories can make history lessons interesting and enjoyable; by listening to this story, students recognized that people with different religions and ethnicities can live together peacefully; the story influenced students’ ideas about people from different cultural backgrounds in a positive way; and students recognized that tolerance is important if people are to live together.
History - Teaching - Tolerance
Dr. Ismail H. Demircioglu
Dr. Ismail H. Demircioglu is Associate Professor in the Department of Secondary Social Science Education at Karadeniz Technical University, Turkey. His research interests include the teaching of history, history teacher education and social studies teaching. He is the member of International Society for History Didactic and Euroclio.
Doc. Dr. Ismail H. Demircioglu, Karadeniz Technical University, Fatih Faculty of Education, Secondary Social Science Education Department, Fatih Campus, Sogutlu- Akcaabat- Trabzon, TURKEY 61335.
Email: firstname.lastname@example.org \ email@example.com
Telephone: + 90-462-3777181, Fax: +90 462- 248 73 44.
Selected Papers in English
1-Demircioglu, I. H. (2010). Turkish History Teachers Perceptions of Primary Sources in History Textbooks, The New Educational Review, 21-2, pp. 71-78.
2- Demircioglu, I. H. (2010). Emperical Research on History Education in Turkey: An Overview of Key Issues, Methods and Outcomes, Yearbook Annales, pp.53-67
3- Demircioglu, I. H. (2009). Analysis of Turkish Secondary School History Examination Questions According to Cognitive levels, The New Educational Review, 17-1, pp. 295-304
4- Demircioglu, I. H. (2008). Learning How to Conduct Educational Research: A Turkish Perspective, The Australian Journal of Teacher Education, 33, pp. 1-17.
5- Demircioglu, I. H. (2008). Does The Teaching of History Encourage Active Citizenship in Turkey? Perceptions of Turkish History Teachers , International Journal of Historical Learning, Teaching and Research, 1, pp. 17-23.
6- Demircioglu, I. H. (2008). Using Historical Stories to Teach Tolerance: the experience of Turkish 8th- grade students, The Social Studies, 93-3, pp. 105-110
7- Demircioglu, I. H. (2008). History Teachers’ Attitudes to Museum Visits, Teaching History Journal, September, pp. 24-30.
8- Demircioğlu, İ. H. (2001) ‘Does the Teaching of History in Turkey Need Reform?’ International Journal of Historical Learning, Teaching and Research, December 2001,Volume 2, Number 1, p. 1-5.