Bu araştırmanın amacı Osmanlı'dan Cumhuriyete Türkiye'deki tarih anlayışındaki değişimden hareketle "Milli Tarih Anlayışı ve Öğretimi" meselesi üzerinde tarihçilerin ve tarih eğitimcilerinin görüşlerini ele alarak değerlendirmektir. Özellikle 19. yüzyılın ikinci yarısında İslam Öncesi Türk Tarihinin özel olarak ele alınışı, Türk Tarihinin derin bir maziye malik olduğu düşüncesi, Türk Tarihinin Osmanlı Tarihinden ibaret olmadığı, Türklerin çok geniş bir sahada yaşadıkları, Türk kavramının gelişip literatürde kullanımı, esasen milli tarihin temelinin bu dönemde atıldığını göstermektedir. II. Meşrutiyet dönemi ise genelde Türk tarihçiliğinin özelde ise milli tarihin laboratuvarı olan, temellerinin atıldığı bir dönem olarak karşımızda durmaktadır. Atatürk dönemi, özellikle Türk Tarih Tezi ve hazırlanan ders kitapları ile milli tarih formunun yükseldiği ve desteklendiği bir dönem olmuştur. Atatürk'ün ölümünden sonra milli tarih ve Türk Tarih Tezi yerine Batı, Eski Yunan ve Latin kültürünü esas alan ve "Hümanizm" olarak da adlandırılan bir anlayış tarih eğitimine yansıtılmaya çalışılmıştır. Milli tarihin Türkiye'deki geçirdiği serüvende dönüm noktalarından birini, 1970 sonrası milliyetçi-muhafazakâr çevre için kullanılan ve "Türk-İslam Sentezi" olarak adlandırılan dönem oluşturmaktadır. 12 Eylül 1980 Darbesi sonrası ülkedeki kargaşa ve anarşi ortamında meydana gelen kutuplaşma ve çatışmaları ortadan kaldırarak, Türk milletini "Atatürk Milliyetçiliği" çatısı altında bir ve beraber kılmak amaçlanmıştır. Bu bağlamda tarih derslerinde bazı değişiklikler yapılmış, milli tarihe T.C. İnkılâp Tarihi ve Atatürkçülük dersi ve konuları girmiş, bu ders, milli tarih mihveri içerisinde eklemlenmiştir. 2000'li yıllarda Türk eğitim sistemi, dayandığı felsefi temeller itibariyle önemli bir değişim süreci yaşamıştır. Bu bağlamda 2005'de İlköğretim, 2007'de ise Ortaöğretim programlarında değişiklikler yapılmıştır. İlköğretimde ve Ortaöğretimdeki bu değişikliler milli tarih tartışmalarını da beraberinde getirmiştir. yapılandırmacı eğitim anlayışının, tarih eğitiminde ana hedef haline geldiği bu süreçte, bu bağlamda milli tarihin konumu ve geleceği tartışma konusu olmuştur. Tarihçiler ve Tarih Eğitimcileri, kuramdan uygulamaya tarih eğitiminin yapıtaşlarını oluşturmaktadır. Bu nedenle araştırma, tarihçiler ve tarih eğitimcilerinin "Milli Tarih ve Öğretimi" meselesi üzerine verecekleri cevaplar üzerinde şekillenecektir. Araştırmanın problem cümlesini "Türkiye'deki Milli Tarihin Öğretimi konusuna tarihçilerin ve tarih eğitimcilerin bakışı nedir?" sorusu oluşturmaktadır. Çalışmada nitel araştırma veri toplama ve analiz yöntemleri kullanılmıştır. Veriler, açık uçlu sorulardan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmada İstanbul, Ankara, Konya, İzmir, Trabzon illerinde 7 tarihçi ve tarih eğitimcisi ile gerçekleştirilmiştir. Görüşme sırasında sorulan cevapların kodlanmasında, katılımcı isimleri kullanılmadan her bir katılımcı çalışma alanlarına göre Tarihçiler T, Tarih Eğitimcileri TE ile başlanarak katılımcı adedi kadar numaralandırılmıştır. Tarihçi ve tarih eğitimcilerinden 7 kişiyle yapılan görüşmelerde, milli tarihin öğretimi üzerine, dünden bugüne, bugünden yarına bir değerlendirme yapılmıştır. Milli tarihte, siyasi eksenden sosyal ve kültürel alana doğru yönelme gerçekleştirilmeli, bu bağlamda okul dışı tarih öğretimi aktif olarak sağlanmalıdır. Milli tarih ekseninde ortak tarih çalışmaları ve ders kitapları hazırlanmalıdır. Tarih Eğitimi bağlamında etkinlik temelli metodlarla milli tarih konusunda çeşitli çalışmalar yapılmalıdır. Böylece milli tarih'in öğretim boyutu öne çıkarılmış olacaktır.

Aim of this research is to handle and evaluate opinions of historians and history educators on the subject of "National History Sense and Teaching" with reference to the change in history sense in Turkey from Ottoman Empire to Republic.The pre-Islamic Turkish History was specially dealt with especially in the second half of the nineteenth century, a thought emerged regarding that the Turkish History had a deep past, the Turkish History did not consist of the Ottoman History, the Turks lived in a very large area, the Turkish concept developed and was used in the literature, and all these show that the foundations of the national history lay here. II. Constitutional Monarchy Period stands as a period which becomes a laboratory of Turkish historiography, specifically national history, and a period national history was founded. Ataturk period became a period in which national history form was supported and risen especially with the Turkish History Thesis and prepared textbooks. After Ataturk's death instead of National History and the Turkish History Thesis, an understanding based on West, Ancient Greek and Latin culture and which is called as "Humanism" was tried to be reflected in history education. One of the turning points of national history in its journey in Turkey is the period called "Turkish-Islamic Synthesis" which was used for the post-1970 nationalist-conservative community. It was aimed to bring the Turkish nation together under the roof of "Atatürk Nationalism" by removing the polarization and conflicts which took place in the atmosphere of turmoil and anarchy in the country after the coup of September 12, 1980. In this context, some changes have been made in the history lessons, lesson named as The History of Revolution and Kemalism and its subjects were introduced to national history and this course was articulated in the national history. During 2000s the Turkish education system underwent an important process of change in terms of its philosophical bases. In this context, changes were made in primary school curriculum in 2005 and in secondary school curriculum in 2007. These changes in primary education and secondary education brought national history discussions in their wake. In this process where the constructivist education approach became the main target in history education, the position and future of national history became a matter of debate in this context. Historians and history educators constitute keystones of history education from theory to application. Thus, the research will be shaped on answers to be provided by historians and history educators on the subject of "National History and Teaching". The problem sentence of the research consists of the question: "What are the opinions of historians and history educators on the subject of National History Teaching in Turkey?" Qualitative research data collection and analysis methods were used in the study. The data was collected with a semi-structured interview from consisting of open-ended questions. The research was conducted with 7 historians and history educators from Istanbul, Ankara, Konya, Izmir and Trabzon Provinces. In this regard, an academic point of view will be presented for the national history. In the coding of the answers given during the interview, each participant was numbered according to their work areas without using their names; H was used for historians and HE was used for history educators. In the interviews with 7 historians and history educators, an evaluation was made on national history teaching from past to present and from present to future. In the national history, political orientation must be directed towards the social and cultural field, and within this context, out-of-school history teaching should be actively provided. Common studies on history and history textbooks should be prepared on the axis of national history. Within the context of History Education, various studies on national history should be conducted with efficiency-based methods. Thus, the teaching dimension of National History can be emphasized National history is built depending on a nation and a culture and penetrates social consciousness. Because it penetrates the social consciousness, it makes the individuals have a common identity. Here, the history around the national concept constitutes the ideological and cultural structure of being a nation. There is human being on the ground of this structure. Mankind wants to know its special place in the great human family. When an individual perceives that s/he is part of a family, a city, or a nation, he believes that he has achieved the required personality. Niyazi states that this situation develops through national history studies together with national movements: "Nations reach the consciousness that they are separate entities like people with national history. In a way, the birth of nationalism means the birth of national history" (Niyazi, 2007: 167). National history has been one of the most effective ways of creating a popular national identity in Europe. At the peak of nationalism, the nations in Europe, where history research and history education became important, became a product of the national past. For example; the fact that Italians, Germans and Slavs have written their national histories without establishing their national identity yet shows the influence of history in the formation of identity (Tosh, 201: 3). The increase of nationalist thinking accelerated the efforts to create a national history in parallel. National history studies act as a locomotive for the production of national reality (Simsek, 2012: 86). As a matter of fact, when the linear relation between nationalism and national history is determined, people can have an idea about the formation and transformation of national history. It is necessary to analyze the formation process of national history within the context of "European centrism" as well as the nationalism. European centrism is a naming that keep Europe's past and present superiority at the forefront against non-Europeans (and non-European minorities) (Blaut, 2012: 26). Modern history thinking has a form of European centrism, and colonialism constitutes one of the foundations of this structure. This approach in the west has naturally affected nations outside of it and has shown itself in two ways. Firstly, these societies are regarded as unfortunate, even as tribal creatures, which led them to want to attach their history to the history of Europe with a nationalist view under the name of modernity to save themselves from this judgment (Bıcak, 2013: 53-54). The second situation that this approach leads to is the national history trend which is that the oppressed nations have begun to explore their own history from the beginning of the 20th century. Moreover, they felt the necessity of having a national state and a national history in addition to getting their independence. This provided a basis to the birth and development of national history in those societies (Berktay, 1983: 14-15). We can see a similar example from Ottoman to the Republic in our historiography in Turkey. As a matter of fact this situation will show its final form in the Turkish History Thesis. During 2000s the Turkish education system underwent an important process of change in terms of its philosophical bases. Beginning in 2005 in primary education and 2007 in secondary education, the previous positivism-driven behaviorist approach has begun to leave its place to a constructive approach, a product of a postmodern philosophy (Simsek and Yazici, 2013: 25). In this context, changes were made in primary school curriculum in 2005 and in secondary school curriculum in 2007. These changes in primary education and secondary education brought national history discussions in their wake. In this process where the constructivist education approach became the main target in history education, the position and future of national history became a matter of debate in this context. In this study, the situation of national history was examined in history education in Turkey through the historians and history educators. Problem State National history shows difference within itself according to the eras as well as in the changes that took place in the understanding of history in Turkey. "National History and National History Teaching", which is a widely debated subject, constitutes the problem state of our study. The Purpose of the Research The aim of this research is to evaluate the views of historians and history educators on the "National History Understanding and Teaching" from the Ottoman Empire to the Turkish Republic on the basis of the change in the understanding of history in Turkey. METHOD Qualitative research method was used in this study. Qualitative research is a way of research in which qualitative data collection methods such as "observation, interviews and document analysis" are used, and a qualitative process of presenting perceptions and events in a natural environment in a realistic and integrated way, is followed (YildirimSimsek, 2008: 39). The main feature of qualitative research is presenting the points of view and semantic worlds of the research subjects. Study Group Purposeful sampling method which is used in the qualitative researches is used in the study. Since it is a case study, the number of participants is less than quantitative research because this study requires a detailed and in-depth research. Data Collection Tools Techniques such as interviewing, observing and examining the documents were frequently used in qualitative studies. In this study, interview technique was applied because detailed and in-depth knowledge is needed about national history understanding and teaching. The study was conducted with 7 historians and history educators in Istanbul, Ankara, Konya, Izmir and Trabzon. Coding of Data In the coding of the answers given during the interview, each participant was numbered according to their work areas without using their names; H was used for historians and HE was used for history educators. For example, one of the historians was mentioned as H5, and one participant from History Educators as HE3. FINDINGS AND INTERPRETATION Participants were asked what activities could be done in the history lessons within the context of national history understanding. This question is important for examining the teaching dimension of national history. It is seen that some of the participants answered this question in detail. Some participants emphasized that generally within the context of national history, in history lessons geography-space-oriented teaching should be done, so museums and historical places should be in the forefront for teaching. In addition, it was also mentioned by the participants that literature and historical texts should be thought, and skill and evidence-based activities should be done. It is also stated that today's technological developments may be effective in national history teaching. Teaching Geography and National History Participants were asked what activities could be done in the history lessons within the context of national history understanding. This question is important for examining the teaching dimension of national history. It is seen that some of the participants answered this question in detail. Some participants emphasized that generally within the context of national history, in history lessons geography-space-oriented teaching should be done, so museums and historical places should be in the forefront for teaching. In addition, it was also mentioned by the participants that literature and historical texts should be thought, and skill and evidence-based activities should be done. It is also stated that today's technological developments may be effective in national history teaching. Technology and National History Teaching Participants seem to have emphasized the need for technology to be used in national history teaching. Essentially, the recent developments in history teaching will definitely be reflected in national history teaching. Especially visual materials, visuals such as movies, cartoons, series, and materials such as power points, maps etc. will also be effective here. Teaching Methods and Teaching National History Especially some of the methods used in history teaching can be used directly in national history teaching. Another point that the participants have emphasized in national history teaching is "comparison". Applying a comparative method in national history teaching will enable students to analyze historical events better and evaluate national history taking into account other societies and cultures. Despite the fact that national history is revealed with historical researches and written works, there is a problem about the transfer of these works. Indeed, one leg of national history is constituted by history, and the other is constituted by teaching dimension. For this reason, how to teach is gaining importance in reflecting national history in practice. The reality is that the national history teaching dimension must be dealt with in a multidisciplinary and interdisciplinary way Result and Suggestions In the interviews historians and history educators, an evaluation was made on national history teaching from past to present and from present to future. It should be noted that the work to be done in terms of teaching history directly includes the national history. It also comes out that national history has become integrated with interdisciplinary history teaching, especially with geography. The activities used and carried out in history teaching will also show themselves in the national history. The work to be done together with resources and materials in this context will be effective in terms of national history. The integration of history education with other fields of social sciences will be directly effective in terms of national history teaching. The use of some studies of the constructivist approaches in history education can lead to do various activities in the context of national history. From this perspective; Joint studies should be conducted on the national history by the Turkish Historical Society, Universities and the Ministry of National Education. In the national history, political orientation must be directed towards the social and cultural field, and within this context, out-of-school history teaching should be actively provided. Common studies on history and history textbooks should be prepared on the axis of national history. Within the context of History Education, various studies on national history should be conducted with efficiency-based methods. Thus, the teaching dimension of National History can be emphasized.