Target Values in the History Course Curricula during the Republican Period
Bibliographic record
Abstract
No matter what the era is, history lesson is one of the leading of the courses that will provide the nations to comprehend the awareness of being a nation. For that reason, history education and teaching is permanently essential. History is the lesson that provide the nations to adapt the values they have, sustain these values through the awareness of protection and provide nations not to lose these, and help people understand the past and present. History has constantly protected its significance due to providing people to make inferences from the experiences, obtain some values, transfer the human values, and proving the negative behaviors such as injustice, malignancy, and wrong and positive behaviors such as justice, honesty, correct and goodness. For that reason, in this study, history lesson curriculums in Turkey were investigated in terms of the values, and the values required to be provided to the students in these programs were determined. Although the history lesson was taught through a program understanding without a specific purpose until 1971, some of these values were noticed to be provided during this period. Since 1971, it could be noticed that the values expected for the students to acquire have been included in purposes section of the history lesson in all history curriculums and program changes. National unity and solidarity is the leading of the values required to be provided, and the values related to a human model constitutional order aims to be raised has also been noticed to be included in all these curriculums.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".