TARİH ÖĞRETİMİ VE DİJİTAL EKRAN ORTAMLARI
HISTORY EDUCATION AND DIGITAL SCREEN PLATFORMS

Summary/Abstract: The history lesson is a fundamental lesson in the formation of national consciousness. Atatürk's Principles and Revolution History (A.P.R.H.) course is given as a compulsory course in this context of the university education process. Digitalization in the teaching process has led to a rapid change in teaching methods and techniques. This change has become a rapid and mandatory change with the Covid-19 pandemic process. During the university education process, A.P.R.H. courses had to continue these processes with distance education in this context. However, the digitization of history started long before the digitization of the teaching process. This digitalization, which started with historical films, TV series, and documentaries, has preceded the education process with the rapid development of social media and video-sharing environments. Information shared in digital environments and not verified by different sources has spread rapidly on the internet and affected large masses. In this study, university students' perspectives on the A.P.R.H. lesson and their digital screen preferences in historical research methods were examined. In this context, the study was carried out by A.P.R.H. It was carried out with the voluntary participation of associate and undergraduate students who took the course. A onedimensional History and A.P.R.H. course attitude scales were used. As a result of the research, it has been seen that university students are most curious about the subjects related to history, they do research on the history and try to verify the historical information they have acquired with different sources of information. When the history research preferences of the students were examined, it was seen that the order of preference was to visit historical museums and historical sites, watch old historical documentaries and movies about history, watch old historical TV series, and follow the posts about history on social media. A.P.R.H. When the students' views on determining the opinions about the lesson were examined, the students stated that there was a need for the lesson, but there were also deficiencies.

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