Abstract

This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students’opinions about this practice. The nonequivalent pretest–posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students’ academic success and make the students’ knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students’ views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course.

摘要

本研究旨在揭示助记策略对学生在社会研究历史部分教学中的成功、他们知识的持久性以及学生对这种做法的看法的影响。本研究采用基于准实验法的非等效前测-后测对照组模型。实验过程结束后，从实验组中选出两组进行焦点小组访谈。可以说，助记器有助于学生的学业成功，使学生的知识在社会研究历史成分的教学中更具记忆力。此外，在学生看来，用这些策略进行的课程活动特别有趣和记忆力强，