Author(s): Mustafa KILINÃ Ãmit ÃELEN Ä°lker KÃSTERELÄ°OÄLU
Museology in Turkey begins with the period in which the valuable artifacts considered as masterpieces were saved in the feretory part of Topkap? Palace in ?stanbul, and also dates back to the the first museum, built by Ahmet Fethi Pasha, where ancient weapons were displayed. Museology activities have snowballed in terms of both quantity and quality since 1881, when renowned artist Osman Hamdi Bey was appointed as the manager of the museum. Following this period, the archeology museums were enriched, while history, art history, ethnography museums, monuments, memory museums, museum houses as well as some institutional and occupational museums were being established. This study has sought to examine the effect of a visit to Amasya Education History Museum upon the success of Turkish History Course. The research was designed with experimental and control groups through pre- andpost tests. The students attending the Turkish Educational History Course during the spring term of 2018-2019 academic year in the Faculty of Education in Amasya University were recruited as the participants of this study. A test called as The Achievement Test of Turkish Educational History Course, including 25 multiple-choice items was employed as data collection instrument, and the pre-tests of 95 students in the experimental group, and 85 students in the control group were conducted during the classroom. The final test of the control group was conducted before the visit to the museum, whereas the experimental group was surveyed after the visit. The internal consistency of the test scores was found as KR-20=0.64. Those in the experimental group were more successful in the success of the course than the ones in the control group. The results show that the visit to the museum of educational history impacted the success of the students in the experimental group in a positive way.
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