Akhan Osman, Uzun Adem
Faculty of Education, Akdeniz University, Antalya, Türkiye.
Faculty of Education, Cumhuriyet University, Sivas, Türkiye.
Front Psychol. 2025 Jun 18;16:1509297. doi: 10.3389/fpsyg.2025.1509297. eCollection 2025.
Since visually impaired students in Türkiye are subject to the general education curriculum, they may experience difficulties with the topics and activities included in the existing program. Especially in a subject like history, which involves abstract concepts, students can overcome these challenges more easily through activities specifically designed for them. In this context, the aim of the study is to develop the historical thinking skills and creativity of a group of visually impaired middle school students within the scope of the 5th grade "Journey to History" unit. The study is a qualitative research designed as an action research. The study group of the research consisted of 14 visually impaired 5th grade students, 5 girls and 9 boys, aged between 10 and 12, studying at a middle school for the visually impaired in Turkey in the 2022-2023 academic year. The data of the study were collected through face-to-face interviews with the students during the stages of the action research. The data obtained were transferred to the MAXQDA 2020 Plus qualitative data analysis program and analyzed with the descriptive analysis method and themes were created. According to the findings of the study, visually impaired students had the opportunity to develop their historical thinking skills and creativity. Students gained a deeper understanding of historical periods, chronological concepts and historical events. In particular, the processes that students learned by touching and feeling during museum activities improved their historical empathy and historical analysis skills. In addition to historical thinking skills, the activities also strengthened students' creative thinking skills. Within this process, the students had been informed about the ancient civilizations of Anatolia and their historical contexts, and these pieces of information had been expressed by creative writings and animations. Students gained a significant improvement in historical thinking and creativity skills. Braille timelines and museum activities made it possible for students to comprehend abstract history concretely. It was an effective example to reduce the difficulties faced in front of visually impaired students while studying history. This study aims to emphasize the importance of accessible teaching practices that support the historical thinking and creativity skills of visually impaired students, while also contributing to both the curriculum and teacher training for inclusive history education.
由于土耳其的视障学生要遵循普通教育课程，他们可能会在现有课程所包含的主题和活动中遇到困难。尤其是在历史这样涉及抽象概念的学科中，学生可以通过专门为他们设计的活动更轻松地克服这些挑战。在此背景下，本研究的目的是在五年级“历史之旅”单元的范围内，培养一群视障中学生的历史思维能力和创造力。该研究是一项设计为行动研究的定性研究。该研究的研究小组由14名视障五年级学生组成，5名女生和9名男生，年龄在10至12岁之间，于2022 - 2023学年在土耳其一所视障中学学习。该研究的数据是在行动研究阶段通过与学生进行面对面访谈收集的。获得的数据被转移到MAXQDA 2020 Plus定性数据分析程序中，并采用描述性分析方法进行分析并创建主题。根据该研究的结果，视障学生有机会发展他们的历史思维能力和创造力。学生对历史时期、年代概念和历史事件有了更深入的理解。特别是学生在博物馆活动中通过触摸和感受学到的过程提高了他们的历史同理心和历史分析能力。除了历史思维能力外，这些活动还增强了学生们的创造性思维能力。在此过程中，学生们了解了安纳托利亚的古代文明及其历史背景，并且这些信息通过创意写作和动画得以呈现。学生们在历史思维和创造力技能方面有了显著提高。盲文时间线和博物馆活动使学生能够具体地理解抽象的历史。这是一个有效减少视障学生在学习历史时所面临困难的例子。本研究旨在强调支持视障学生历史思维和创造力技能的无障碍教学实践的重要性，同时也为包容性历史教育的课程和教师培训做出贡献。
