Ülkemizde geçmişten günümüze sosyal bilgiler eğitimi sırasında, tarih konuları İlkçağ (M.Ö.3200-M.S.375), Ortaçağ , Yeniçağ ve Yakınçağ (1789-) şeklinde bir tasnifle verilmektedir. Bu sınıflandırmada belirtilen tarihler çeşitli kaynaklarda farklı biçimlerde gösterilebilmektedir. Ancak yakınçağdan günümüze doğru, yeni bir çağ isminin belirtilmemiş olması da dikkat çeker. Çağ taksimatı yapılırken dünya tarihini etkileyen önemli hadiseler göz önüne alınmıştır. Tabi ki tarih konularının ilkçağdan günümüze oldukça geniş bir çerçeve çizmesi, bu sınıflandırmayı gerektirmiş olabilir. Tarih konularının öğretiminde olduğu gibi tarihle ilgili lisans sonrası bilimsel alanlar da, buna göre oluşturulmuştur. Dolayısıyla çağ taksimi ile ilgili belirlenen tarihlerde tam bir açıklığın olmaması, bu konuda bir bütünlüğün tam olarak sağlanamaması, tarih konularının öğretiminde çağ taksiminin etkin kullanılmasında olumlu bir sonuç alınamaması gibi konuların değerlendirilmesi bu çalışmada amaçlanan hususlardır. Çağ taksimi ile ilgili olarak öncelikle genel yaklaşımları belirleyebilmek için, sosyal bilgiler öğretmenleri ile görüşme yapılmıştır. Nitel araştırma yöntemiyle oluşturulan açık uçlu sorular yöneltilmiş ve Ankara'nın Sincan ilçesinde görev yapan sosyal bilgiler öğretmenleri ile çalışılmıştır. Buradan elde edilen sonuçlar da göstermektedir ki; çağ taksimi, tarih konularının öğretiminde kullanılması gereklidir, fakat daha etkin kullanılması için çalışmalar yapılması mümkündür. Bu konuda ders kitapları ya da materyalleri üzerinde yeniden düzenleme yapılmalıdır. Bunun yanında, çağ taksiminin içeriği de ele alınmalı ve daha farklı bir tasnife gidilmelidir

From the past to present, social studies education in our country, history subjects is given Ancient Ages (B.C. 3200-A.D.375), Middle Ages (A.D.375-1453), Modern Ages (1453-1789) and Contemporary Ages (1789-) in the form of a classification. The signified dates in this classification may be shown with different ways in various sources, but draws attention that from modern age to the present day, a new era name is not specified. When age divisions, significant events affecting the history of the world is considered. Of course, from antiquity to present this classification that quite a wide framework of historical subjects to draw may be required. The postgraduate scientific fields relevant with history such as in the teaching history of subjects are also formed. The aimed of this study is, these matters are evaluated such as a positive result under the influence of various factors in effective utilization of division age for the teaching of history subjects is not obtained, thus, on the indicated dates with regard to age division is the lack of full disclosure, this matter is not supplied to a fully integrity. With social studies teachers were interviewed to make judgments regarding ages division. Social studies teachers in Sincan district of Ankara were asked the open-ended questions that were created with qualitative research method. Thus obtained results demonstrate that age division is necessary to use in the teaching of history topics, but studies are required for the more effective utilization. In this regard textbooks or materials should be rearranged. In this regard textbooks or materials should be rearranged. In addition, content of age division should be taken and should be gone to a different classification. Problem Statement To further increase the gain in history education, need to be assessed in this topic. We could ask some question about age division. For example, Can be divided in different ages? What are the views on the present age division? Does it meet the needs of the present age division?And ıs ıt national? In the form of questions are the problem situation. The Purpose History teaching begin with age division. Social studies give the information of issues related history with divided into eras. Education curriculum arrenged accordingly. The aim of this study is investigate age division topic with different dimensions. The subject of age division analyzed and take opinion of the social studies teachers. How should age division? This question asked to teachers. We want to learn, Is it more specific procedure to be followed in the classification of ages or that may have to try to get more universal. Method This work prepared with qualitative research style to obtain evidence, opinions and assesments of social studies teachers. Content analysis was performed with descriptive method. Çağ Taksimi Konusunda Sosyal Bilgiler Öğretmenlerinin Görüşleri 931 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/2 Winter 2015 Working Group Social studies teachers is composed working group of the research. This teachers working in 2013 - 2014 academic year and second semester course. We went to twenty eight school which is in Sincan in Ankara. Meetings were held with fifty seven social studies teachers. Outcomes Thirty four social studies teachers’ opinion that ages divided don’t use effectively. Which coincides with this figure to 59%. The rate remained at 22% of those who think that age divided use effectively. We asked other question to teacher. This question “What can be done for effective use of age division? Taechers’ response is very different to this question. Other question is, Age division facilitate the teaching of history? According to teacher; age division is seen that would be useful. But history should be explained in cause-effect relationship. One of the question is, Does students understanding. A rate of up to 78% of teachers on understanding the division of ages is a negative opinion. This result showed that age division not used best. Teacher said that, textbook could be arranged according to the age division and this issue find a clearer place in textbooks. Approximately 65% of social studies teachers agree on the age division can be done in different ways. The Result Teaching of history subjects with age division takes place more easily. Age division of history teaching should be continued. But, age division is not used effectively in its current form. İmprovisation, conceptual, technological and material support should be take for use ages division the more efficient. Textbooks should be included with more descriptive and informative statement about this subject. The first age division done in the form of, first mid-new and modern era, should be reconsidered and a new date for the training should be done. Social studies teachers look favorably on the subject of era partition can be changed.