Abstract

Current study aimed to present Social Studies teacher candidates’ views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adıyaman University Faculties of Education. Results showed that Social Studies teacher candidates were aware of historical thinking skills and they regarded historical thinking skills as important although they did not fully develop thinking skills in the area and they wished to receive training in the field. The fact that the majority of Social Studies teacher candidates perceived historical thinking skills as thinking about history regarding the conditions of a specific period and some teacher candidates perceived historical thinking skills as empathizing with and comprehending historical events may be interpreted in a manner that teacher candidates perceived historical thinking as historical comprehension. Research results showed that other dimensions and sub dimensions of historical thinking skills were not highly emphasized by the candidates. Teacher candidates stated that the biggest problem in acquiring historical thinking skills was related to the method used in teaching.

Key words: Social studies, history, historical thinking.