Akademik Veri Yönetim Sistemi
History Studies, cilt.17, sa.1, ss.77-99, 2025 (Scopus, TRDizin)
In this study, the change and transformation in the thought of history, which is reflected in the History and Social Studies textbooks taught in primary schools, from the establishment of the Republic to the present, has been examined. Data were collected with the document analysis technique within the framework of the historical research model, one of the qualitative research methods. A descriptive analysis of the collected data was made. With these analyzes, it has been tried to reveal the change and continuity in the discourses adopted within the framework of the concept of history textbooks from the 1930s to the present. According to the findings obtained from the research, the thought of history in history textbooks in primary school has been fictionalized with a national perspective since 1932, which generally carries positivist traces. Except for 1936, historical content is presented from a chronological point of view. In the books, examples of the "perception of change and continuity" aimed at making students comprehend the connection between yesterday, today and the future are frequently encountered. This supported a progressive perception of history. On the other hand, visual elements in the examined textbooks have become more intense and contextual over the years. The decrease in the intensity of history subjects over the years in primary school, which was included in the Social Studies course after 1969, was also remarkable.