Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, cilt.34, sa.2, ss.197-209, 2014 (Hakemli Dergi)
Acquiring a sophisticated conception of history first and foremost requires one to have knowledge in the epistemological foundations of history and the process of historical knowledge production. Developing literacy in historiography necessitates understanding historical frameworks or orientations in that as conceptual tools they shape the nature and function of historical writing. For this reason, international history educators bring to the fore the argument that without identifying and using the models in historiography, the effort to explore students' thoughts about history will remain obscure and murky. There are a wide variety of historical frameworks or movements in historiography. But, these theoretical frameworks that provide alternative approaches to understanding the past are neglected in the research on history education. They also are not used effectively for the teaching and learning of school history. Aiming to address this gap in the literature, this study examines the postmodernist approach to the study of the past as a recent and contested school of historical thought in historiography and history education. The nature of history, postmodernism, its confrontation with history, its criticisms against the epistemological assumptions of the discipline of history and its implications for history education are explained.