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Araştırma, nitel çalışma kapsamında yer alan durum çalışması (case study) deseninde gerçekleştirilmiş ve çalışmada amaçlı örneklem kapsamında kolay ulaşılabilir durum örneklemesi kullanılmıştır. Öğrencilerden, Van düğün geleneklerine ilişkin gönüllü katılımcılarla görüşme yapmaları istenmiş, öğrenciler yaşları 50 ve üzeri olan aile üyelerinden 60 kişiyle görüşme yapmıştır. Öğrenciler katılımcı beyanları doğrultusunda rapor hazırlamış, etkinliğe katılanlara ve etkinliğe katılmayıp takip edenlere yönelik görüşmeler de yapılmıştır. Veri toplama araçları olarak yarı yapılandırılmış görüşme ve odak grup görüşmesi gibi yönteme uygun araştırma teknikleri kullanılmıştır. Çalışmada sözlü tarih çalışmasının öğrencilere sağladığı katkılara ilişkin bulgular, odak grup görüşmesinden ve etkinliği takip eden öğrencilerle gerçekleştirilen mülakatlardan elde edilmiştir. Elde edilen veriler, içerik analizine tabi tutulmuştur. Bu araştırmayla sözlü tarihin klasik ders işleme yöntem ve teknikleriyle kıyaslandığında öğrenci merkezli olduğu, ezberden ziyade yorum gerektirdiği için sıkıcı olmadığı ve tarihe duyulan merakı geliştiren bir yöntem olduğu ortaya çıkmıştır. Araştırma yapmayı gerektiren, eleştirel düşünmeyi geliştiren ve tarihte sıradan insanların yer aldığını gösteren bir yöntem olduğu belirlenmiştir. Bunun yanı sıra sözlü tarihin öğrencinin tarihsel olayları kendi deneyimi ve bakış açısıyla değerlendirmesini sağladığı, teknoloji kullanmayı gerektirdiği ve etkinlik temelli bir yöntem olduğu da anlaşılmıştır. Sözlü tarihin ders içi katkılarının ise araştırmacı kimliği kazanma, tarihe olan merakın artması, tarih bilinci kazandırma ve tarihi gerçeklerin farkına varma olduğu belirlenmiştir. Ders dışı katkıları yönüyle de sosyalleşmeyi sağlama, empati becerisini geliştirme, nezaketli, sabırlı olma ve büyüklerle diyalog kurabilme becerilerini geliştirme olduğu da anlaşılmıştır. Ayrıca, sözlü tarihin birçok alanda yapılabilen ve konu sınırlaması olmayan bir yöntem olması nedeniyle farklı yönlerinin olduğu, öğrencilere bir bilim adamı veya tarihçi bilinci kazandırdığı sonucu da ortaya çıkmıştır.","grobid_abstract_attachment_id":"87821790"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Öğrencilerin Sözlü Tarih Yöntemine İlişkin Görüşleri: Van Düğünleri Örneği","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true,"seo_quality":null}}["work"]; window.loswp.workCoauthors = [42413558]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":87821790,"attachmentType":"pdf"}"><img alt="First page of “Öğrencilerin Sözlü Tarih Yöntemine İlişkin Görüşleri: Van Düğünleri Örneği”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/87821790/mini_magick20220621-2433-ceyp77.png?1655799598" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Öğrencilerin Sözlü Tarih Yöntemine İlişkin Görüşleri: Van Düğünleri Örneği</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="42413558" href="https://independent.academia.edu/r%C3%BCstem%C3%A7urku"><img alt="Profile image of rüstem çurku" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/42413558/50158926/38195945/s65_r_stem._urku.jpeg" />rüstem çurku</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">19 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 81960316; 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Araştırma, nitel çalışma kapsamında yer alan durum çalışması (case study) deseninde gerçekleştirilmiş ve çalışmada amaçlı örneklem kapsamında kolay ulaşılabilir durum örneklemesi kullanılmıştır. Öğrencilerden, Van düğün geleneklerine ilişkin gönüllü katılımcılarla görüşme yapmaları istenmiş, öğrenciler yaşları 50 ve üzeri olan aile üyelerinden 60 kişiyle görüşme yapmıştır. Öğrenciler katılımcı beyanları doğrultusunda rapor hazırlamış, etkinliğe katılanlara ve etkinliğe katılmayıp takip edenlere yönelik görüşmeler de yapılmıştır. Veri toplama araçları olarak yarı yapılandırılmış görüşme ve odak grup görüşmesi gibi yönteme uygun araştırma teknikleri kullanılmıştır. Çalışmada sözlü tarih çalışmasının öğrencilere sağladığı katkılara ilişkin bulgular, odak grup görüşmesinden ve etkinliği takip eden öğrencilerle gerçekleştirilen mülakatlardan elde edilmiştir. Elde edilen veriler, içerik analizine tabi tutulmuştur. Bu araştırmayla sözlü tarihin klasik ders işleme yöntem ve teknikleriyle kıyaslandığında öğrenci merkezli olduğu, ezberden ziyade yorum gerektirdiği için sıkıcı olmadığı ve tarihe duyulan merakı geliştiren bir yöntem olduğu ortaya çıkmıştır. Araştırma yapmayı gerektiren, eleştirel düşünmeyi geliştiren ve tarihte sıradan insanların yer aldığını gösteren bir yöntem olduğu belirlenmiştir. Bunun yanı sıra sözlü tarihin öğrencinin tarihsel olayları kendi deneyimi ve bakış açısıyla değerlendirmesini sağladığı, teknoloji kullanmayı gerektirdiği ve etkinlik temelli bir yöntem olduğu da anlaşılmıştır. Sözlü tarihin ders içi katkılarının ise araştırmacı kimliği kazanma, tarihe olan merakın artması, tarih bilinci kazandırma ve tarihi gerçeklerin farkına varma olduğu belirlenmiştir. Ders dışı katkıları yönüyle de sosyalleşmeyi sağlama, empati becerisini geliştirme, nezaketli, sabırlı olma ve büyüklerle diyalog kurabilme becerilerini geliştirme olduğu da anlaşılmıştır. Ayrıca, sözlü tarihin birçok alanda yapılabilen ve konu sınırlaması olmayan bir yöntem olması nedeniyle farklı yönlerinin olduğu, öğrencilere bir bilim adamı veya tarihçi bilinci kazandırdığı sonucu da ortaya çıkmıştır.</p></div></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="125141657" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/125141657/Sosyal_Bilgiler_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_S%C3%B6zl%C3%BC_Tarih_%C3%87al%C4%B1%C5%9Fmalar%C4%B1na_%C4%B0li%C5%9Fkin_Tutumlar%C4%B1">Sosyal Bilgiler Öğretmen Adaylarının Sözlü Tarih Çalışmalarına İlişkin Tutumları</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="313450188" href="https://independent.academia.edu/Akt%C4%B1n">Kibar Aktın</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Bartın Üniversitesi Eğitim Fakültesi Dergisi, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Bireylerin yaşadıkları topluma uyumu konusunda, geçmiş yaşantıları ve tecrübeleri önemlidir. 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Sınıf T.C. İnkılap Tarihi Ve Atatürkçülük Dersi Konularının Anlatılmasında Sözlü Tarih Methodunun Kullanımına Yönelik Öğretmen Görüşleri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5508358" href="https://usak.academia.edu/M%C3%BCcahid%C3%96z">Mücahid Öz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Enstitüsü Dergisi</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışma, 8. sınıf T.C. İnkılap Tarihi ve Atatürkçülük dersinde bir yöntem olarak sözlü tarih metodunun kullanımına ilişkin Sosyal Bilgiler öğretmenlerinin görüşlerini belirlemek amacıyla yapılmıştır. Sosyal Bilgiler öğretmenlerin sözlü tarih metodu hakkında görüş ve düşüncelerini dile getirmesi, teoride araştırmalara konu olan sözlü tarih metodu Sosyal Bilgiler öğretmenleri tarafından pratikte ne kadar kullanılıyor? sorusuna cevap araması ve Sosyal Bilgiler öğretmenlerinin sözlü tarih metodunu kullanırken karşılaştıkları sorunları tespit etme ve sorunların çözümü için öneriler getirme açısından önemlidir. Araştırmanın örneklem grubunda İstanbul ili Beykoz ilçesi devlet okullarında görev yapmakta olan, 13 Sosyal Bilgiler öğretmeni yer almıştır. Bu araştırmada; ''uygun örneklem'' tekniği tercih edilmiştir. Araştırmaya katılan öğretmenlere yarı yapılandırılmış mülakat uygulanmıştır. Çalışma sonunda mülakat sorularına verilen cevaplar, daha önce konu üzerinde edinilen bilgiler ışığında betimsel olarak yorumlanmıştır. Araştırma sonucunda elde edilen bulgulara göre; Sosyal Bilgiler öğretmenlerinin sözlü tarih metodu hakkında temel bilgilere sahip oldukları, bu metodun kullanılması gerektiği, bu metodun kullanılmasının öğrenciye ve tarih öğretimine katkılarının olduğu ancak bu metodun kullanımının bazı sınırlılıkları olduğu sonucuna ulaşılmıştır. Araştırmanın sonucunda elde edilen bulgular doğrultusunda problemin çözümüne ilişkin önerilere yer verilmiştir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"8. Sınıf T.C. 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Kantitatif araştırmalarda anket, istatistiki veriler kullanılırken kalitatif araştırmalarda gözlem, görüşme, odak grup vb. farklı veri toplama teknikleri kullanılmaktadır. Bu çalışma, sosyal bilimin konusu olan insan odaklı araştırmalarda tarihe ve geçmişe ışık tutarak gelecek nesillere bilgi aktarmak amacıyla kullanılan sözlü tarih yöntemine odaklanmaktadır. Çalışmada, sözlü tarih yönteminin kavramsal çerçevesi ve aynı yöntemle yazılmış araştırmalar irdelenmiştir. Alanyazındaki çalışmalar incelenerek, sözlü tarih yönteminin araştırmacılar tarafından nasıl ele alındığı, hangi aşamalarla yürütüldüğü ve teknik açıdan özellikleri ortaya çıkarılmıştır. Ek olarak, sözlü tarih yönteminin gereksinimleri ve aşamaları detaylı bir şekilde açıklanmıştır. Bu çalışmanın, gelecekte sözlü tarih yönteminin kullanılması planlanan kalitatif araş...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Sosyal Bilim Araştırmalarında Sözlü Tarih Yöntemi","attachmentId":102142635,"attachmentType":"pdf","work_url":"https://www.academia.edu/101663570/Sosyal_Bilim_Ara%C5%9Ft%C4%B1rmalar%C4%B1nda_S%C3%B6zl%C3%BC_Tarih_Y%C3%B6ntemi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/101663570/Sosyal_Bilim_Ara%C5%9Ft%C4%B1rmalar%C4%B1nda_S%C3%B6zl%C3%BC_Tarih_Y%C3%B6ntemi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="47733977" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47733977/Example_of_Van_Wedding_Traditions_in_the_Context_of_Adapting_Oral_History_to_Education">Example of Van Wedding Traditions in the Context of Adapting Oral History to Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42413558" href="https://independent.academia.edu/r%C3%BCstem%C3%A7urku">rüstem çurku</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Öz Bu araştırmada, öğrencilerle birlikte g e r ç e k l e ş t i r i l e n s ö z l ü t a r i h u y g u l a m a s ı kapsamında katılımcı beyanları neticesinde elde edilen verilerle geçmişten günümüze Van düğün geleneklerinin ortaya çıkarılması amaçlanmıştır. Araştırma, nitel çalışma kapsamında yer alan durum çalışması (case study) deseninde gerçekleştirilmiştir. Çalışmada amaçlı örneklem kapsamında kolay ulaşılabilir durum örneklemesi kullanılmış ve öğrencilerden, Van düğün gelenekleriyle ilgili olarak gönüllü katılımcılarla görüşme yapmaları istenmiştir. Öğrenciler yaşları 50 ve üzeri olan aile üyelerinden 60 kişiyle görüşme yapmış ve bu hususta rapor hazırlamıştır. Çalışmada veri toplama araçları olarak doküman, yarı yapılandırılmış görüşme ve odak grup görüşme formu kullanılmıştır. Van düğün geleneklerine ilişkin elde edilen veriler ise araştırmacı tarafından içerik analizine tabi tutulmuştur. Bu araştırmayla öğrencilerin, sözlü tarih uygulaması neticesinde elde edilen verilerle geçmişten bugüne kız isteme, nişan, giyim-kuşam kültürü, yeme-içme âdetleri, düğünlerde oynanan oyunlar, çeyizler, düğün hazırlığı ve hediyeleşme geleneklerini ifade edebildiği belirlenmiştir. Ayrıca öğrencilerin, düğün öncesinde, düğünde ve düğün sonrasında yapılanlar ile düğünlere ilişkin farklı âdetler, köy ve şehir düğünleriyle birlikte düğünlerin yöresel özellikleriyle ilgili gelişmeleri ortaya koyabildiği de tespit edilmiştir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Example of Van Wedding Traditions in the Context of Adapting Oral History to Education","attachmentId":66679399,"attachmentType":"pdf","work_url":"https://www.academia.edu/47733977/Example_of_Van_Wedding_Traditions_in_the_Context_of_Adapting_Oral_History_to_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47733977/Example_of_Van_Wedding_Traditions_in_the_Context_of_Adapting_Oral_History_to_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="122661931" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/122661931/Yerle%C5%9Fke_Kap%C4%B1_%C3%96nerilerinin_Formal_ve_Sembolik_Estetik_Ba%C4%9Flam%C4%B1nda_Van_YY%C3%9C_%C3%96rne%C4%9Finde_De%C4%9Ferlendirilmesi">Yerleşke Kapı Önerilerinin Formal ve Sembolik Estetik Bağlamında Van YYÜ Örneğinde Değerlendirilmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4147721" href="https://independentresearcher.academia.edu/HilmiEkinOktay">Hilmi Ekin Oktay</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Yüzüncü Yıl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi</p><p class="ds-related-work--abstract ds2-5-body-sm">Mimarlık genel anlamda mekan üretimi ile ilişkilidir. Üretilen mekânın fark edilebilirliği çoğunlukla düşünsel bir temel üzerinden biçimlenmesi ile doğru orantılıdır. Türkiye’de son yıllarda mimari üretimin (özellikle kamu ve eğitim binalarında) tarihsel üslup ve öğeler üzerinden şekillendiği izlenmektedir. Kapı tasarlamak kuşkusuz ki bir yolculuğun varlığına, başlangıcına, bitişine, yolculuk esnasında karşılaşılanlara derinden bakmayı gerektirmektedir. Hele ki üzerine düşünülen kapı bir üniversite kapısı ise bu tasarımın; hem kentin, hem üniversitenin hem de üniversite ile dolaylı ya da doğrudan ilişki kuran her bireyin kendi yolculuklarında yeni alanlar açacağı, bu alanlar ile derinleşeceği ve anlamlanacağı düşünülmektedir. Yolculuğu fiziksel olduğu kadar, zamansal, sosyal, kültürel, coğrafi olarak da devingenliğe işaret eden bir eylem ve bir hareket alanı olarak tariflemek mümkündür. Bu çalışmada, üniversite yerleşke giriş kapılarının tasarlanması deneyimi Van Yüzüncü Yıl Ünivers...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Yerleşke Kapı Önerilerinin Formal ve Sembolik Estetik Bağlamında Van YYÜ Örneğinde Değerlendirilmesi","attachmentId":117283532,"attachmentType":"pdf","work_url":"https://www.academia.edu/122661931/Yerle%C5%9Fke_Kap%C4%B1_%C3%96nerilerinin_Formal_ve_Sembolik_Estetik_Ba%C4%9Flam%C4%B1nda_Van_YY%C3%9C_%C3%96rne%C4%9Finde_De%C4%9Ferlendirilmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/122661931/Yerle%C5%9Fke_Kap%C4%B1_%C3%96nerilerinin_Formal_ve_Sembolik_Estetik_Ba%C4%9Flam%C4%B1nda_Van_YY%C3%9C_%C3%96rne%C4%9Finde_De%C4%9Ferlendirilmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="103876768" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103876768/%C5%9Eark_M%C3%BCderrislerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_Van_%C3%96rne%C4%9Fi">Şark Müderrislerinin Hadis ve Sünnet Algıları: Van Örneği</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="70547644" href="https://independent.academia.edu/R%C4%B1dvanKala%C3%A7">Rıdvan Kalaç</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Currently, numerous madrasas in Eastern Anatolia Region actively provide traditional education. These madrasas have managed to survive with community support without any state aid and have taken an important mission to guide the eastern community and direct their religious lifestyle. In this sense, Van is one of the provinces that has recently stood out with its madrasas. When the education curriculum of these madrasas in Van is examined, it is seen that the science of ḥadīth is also taught and the teachers have significant accumulation on ḥadīth and sunna. This research aims to examine the perceptions of some teachers on ḥadīth and sunna in these madrasas providing education in Van. The data of the research were collected through semi-structured interview forms consisting of open-ended questions addressed to a sample group of teachers selected from madrasas that actively operate in Van. In light of this data, meaningful findings have been shared about many issues such as the approach of the teachers to hadith and sunna, the position of sunnah in religion, whether sunna is a product of revelation, whether Prophet Muḥammad (PBuH) had the power to make things ḥalāl or ḥarām, and what comes to their mind first when Prophet Muḥammad's sunna is mentioned. An important finding identified in the research is that the teachers see ḥadīth and sunna as the interpretation and explanation of the Qur'ān. However, the teachers also exhibited different approaches to some issues related to hadith and sunna. For example, most of the teachers (14 people) think that ḥadīth and sunna have different meanings. Eight of the teachers who adopt this approach stated that there is a general-specific relationship between sunna and ḥadīth. On the other hand, it is revealed that the view that hadith and sunna mean the same thing is embraced by six participants. Some important views of the teachers regarding the relationship of ḥadīth and sunna with revelation have been identified. For example, while 13 of the teachers argue that all of the sunna and ḥadīth are a product of revelation, others stated that only some of them could be a product of revelation. More than half of those who hold this approach (11 people) experienced inconsistency in the thoughts they defended. Indeed, these participants stated that the whole sunna and ḥadīth are the source of revelation while giving an unexpected answer to the question directed to them about medical ḥadīths, and they claimed that some or all of the medical ḥadīths are based on experience. Almost all of the teachers argue that sunna is binding like the Qur'ān. Three of the participants do not see the whole sunna as binding. According to them, things that Prophet Muḥammad did with his human qualities or things he loved or disliked by creation do not have bindingness. Also, while some of the teachers prioritized moral sunan in their minds, others prioritized formal sunan. Almost half of the teachers (8 people) attached great importance to al-kutub al-sitta. The participants stated that they trust the ḥadīths in these works and that they would accept it if a ḥadīth is transmitted in one of these works. The remaining participants think that the authenticity of the ḥadīths will be determined after research on the isnād and the text. It is seen that madrasah teachers have an idea about the popular group called Kur'aniyyun today. According to them, the main purpose of this group is to destroy the message of the Qur'ān. Suyūṭī and Ghazālī seem to have an important place in the minds of the professors. In particular, Suyūṭī's competence in Arabic grammar has been extended to the field of ḥadīth.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Şark Müderrislerinin Hadis ve Sünnet Algıları: Van Örneği","attachmentId":103760437,"attachmentType":"pdf","work_url":"https://www.academia.edu/103876768/%C5%9Eark_M%C3%BCderrislerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_Van_%C3%96rne%C4%9Fi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103876768/%C5%9Eark_M%C3%BCderrislerinin_Hadis_ve_S%C3%BCnnet_Alg%C4%B1lar%C4%B1_Van_%C3%96rne%C4%9Fi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="40434536" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40434536/Kan%C4%B1t_Temelli_%C3%96%C4%9Frenmeyle_%C4%B0li%C5%9Fkisi_Ba%C4%9Flam%C4%B1nda_S%C3%B6zl%C3%BC_Tarihe_Bakmak">Kanıt Temelli Öğrenmeyle İlişkisi Bağlamında Sözlü Tarihe Bakmak</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3480997" href="https://nku-tr.academia.edu/IlkerDere">Ilker Dere</a></div><p class="ds-related-work--metadata ds2-5-body-xs">İçinde Kimlik Belirleyen Derslerde Kanıt Temelli Öğrenme (Editör: Prof. Dr. Yücel Kabapınar), 2020</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Kanıt Temelli Öğrenmeyle İlişkisi Bağlamında Sözlü Tarihe Bakmak","attachmentId":60692291,"attachmentType":"pdf","work_url":"https://www.academia.edu/40434536/Kan%C4%B1t_Temelli_%C3%96%C4%9Frenmeyle_%C4%B0li%C5%9Fkisi_Ba%C4%9Flam%C4%B1nda_S%C3%B6zl%C3%BC_Tarihe_Bakmak","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40434536/Kan%C4%B1t_Temelli_%C3%96%C4%9Frenmeyle_%C4%B0li%C5%9Fkisi_Ba%C4%9Flam%C4%B1nda_S%C3%B6zl%C3%BC_Tarihe_Bakmak"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="102602103" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102602103/S%C3%B6zl%C3%BC_Tarih_%C3%87al%C4%B1%C5%9Fmalar%C4%B1nda_Kat%C4%B1l%C4%B1mc%C4%B1lardan_Kaynaklanan_Problemler_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri">Sözlü Tarih Çalışmalarında Katılımcılardan Kaynaklanan Problemler ve Çözüm Önerileri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3480997" href="https://nku-tr.academia.edu/IlkerDere">Ilker Dere</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Anadolu ve Balkan Araştırmaları Dergisi , 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Sözlü tarih, dünyada ve Türkiye'de tarih, sosyoloji, antropoloji, halk bilimi, eğitim, edebiyat gibi çeşitli sosyal bilim disiplinlerinde uzun yıllardır kullanılmaktadır. Sözlü tarih çalışmalarının temel veri kaynağı, görüşmelerdir. Görüşmelerin ana bileşeni ise katılımcılardır. Sözlü tarih verileri katılımcılardan toplandığı için çalışmanın kalitesi katılımcıların özelliklerinden ve onların anlattıkları hikâyelerin kanıtlanabilirliğinden önemli ölçüde etkilenmektedir. Alanyazında çeşitli sözlü tarih çalışmalarında katılımcılardan kaynaklanan sorunlar ve bunların olumsuz sonuçları dolaylı olarak tartışılmaktadır. Ancak bu tartışmaların tamamını aynı çalışmada bir arada görmek mümkün değildir. Bu çalışmanın amacı, sözlü tarih çalışmalarında katılımcılardan kaynaklanan sorunları belirlemeyi ve uygulanabilir çözümler önermektir. Bu bağlamda katılımcılardan kaynaklanan sorunları (21) tanımlamak için ulusal ve uluslararası kitaplar, kitap bölümleri, makaleler, bildiriler ve diğer kaynaklar incelenmiştir. Belirlenen sorunlar üç aşamaya ayrılarak pratik çözüm önerileri sunulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Sözlü Tarih Çalışmalarında Katılımcılardan Kaynaklanan Problemler ve Çözüm Önerileri","attachmentId":102873564,"attachmentType":"pdf","work_url":"https://www.academia.edu/102602103/S%C3%B6zl%C3%BC_Tarih_%C3%87al%C4%B1%C5%9Fmalar%C4%B1nda_Kat%C4%B1l%C4%B1mc%C4%B1lardan_Kaynaklanan_Problemler_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102602103/S%C3%B6zl%C3%BC_Tarih_%C3%87al%C4%B1%C5%9Fmalar%C4%B1nda_Kat%C4%B1l%C4%B1mc%C4%B1lardan_Kaynaklanan_Problemler_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="1206996" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1206996/Lise_%C3%96%C4%9Frencilerinin_Tarih_Dersinin_Ama%C3%A7lar%C4%B1na_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri">Lise Öğrencilerinin Tarih Dersinin Amaçlarına Yönelik Görüşleri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="714286" href="https://trabzon.academia.edu/%C4%B0smailDemircio%C4%9Flu">İsmail Demircioğlu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Türk Eğitim Bilimleri Dergisi, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">is known that in Turkey, research regarding the opinions of high school students about objectives of history lesson is limited. Considering this, it is thought that conducting a research regarding the objectives of history course for high school students would be beneficial. The aim is to point out the opinions of high school students about the objectives of the history course. The research was conducted in 10 high schools with 466 twelfth grade students and to collect data questionnaire was used. In the light of the data analyzed, it is understood that the objectives of Turkish Course is perceived by the students as getting information about and learn from the past and that they are unaware of the developments occur in the world concerning the course mentioned.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Lise Öğrencilerinin Tarih Dersinin Amaçlarına Yönelik Görüşleri","attachmentId":37980803,"attachmentType":"pdf","work_url":"https://www.academia.edu/1206996/Lise_%C3%96%C4%9Frencilerinin_Tarih_Dersinin_Ama%C3%A7lar%C4%B1na_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1206996/Lise_%C3%96%C4%9Frencilerinin_Tarih_Dersinin_Ama%C3%A7lar%C4%B1na_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":87821790,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":87821790,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_87821790" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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