A Semiotic Analysis on the Utilization of Historical Thinking Skills in Pre-School Period

Autor/in	Aktin, Kibar
Titel	A Semiotic Analysis on the Utilization of Historical Thinking Skills in Pre-School Period
Quelle	In: Educational Research and Reviews, 11 (2016) 15, S.1355-1366 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Semiotics; Thinking Skills; Preschool Children; Interviews; Qualitative Research; Research Methodology; Psychomotor Skills; Imagination; Case Studies; History Instruction; Freehand Drawing; Primary Sources; Teaching Methods; Childrens Art; Museums; Field Trips + Suchen Sie Ihr Suchwort? Semiotik; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Qualitative Forschung; Research method; Forschungsmethode; Psychomotorische Aktivität; Case study; Fallstudie; Case Study; History lessons; Geschichtsunterricht; Drawing; Zeichnen; Primärquelle; Teaching method; Lehrmethode; Unterrichtsmethode; Museum; Museumswesen; Museen; Exkursion
Abstract	This study was performed to determine how pre-school children fictionalize the past by using their imagination skills in the process of historical thinking. The participants were 14 children who attended pre-school. The data for the study were collected through the pictures drawn by the children and through the interviews made with them about these pictures. The obtained data were resolved in compliance with the semiotic analysis technique within the frame of qualitative research method. According to the results of the study, it can be said that historical imagination skills in pre-school children develop independent of age. The undeveloped motor skills of children and their effort to change the concept seen in their drawings to form the past on the perception of today (anachronogical thinking) can be said to be what makes it hard to compose a successful imagination. Nevertheless, the short interaction span of children with historical objects and figures; their insufficient interests and perceptions and the gender factor can be suggested to cause difference in how children fictionalize historical imagination. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01