The Use of Animation Films for History and Geography Education

Abstract

Animated films are the primary materials which facilitate the students to achieve cognitive, affective and psychomotor features. Particularly in the lessons in which visual materials such as history and geography could feed the students better, the past could be brought to now or constructions and locations that are impossible to reach could be visualised. The subjects can be thought in a more interesting, simpler and understandable way through animations as an active monitoring during education would support students' focus on the lessons. It is known that use of films in educational and training activities in the developed countries by both technological and economical means withstands the first quarter of the last century. It is seen, particularly after the World War II, that these materials are used more often and consciously in history lessons. Nowadays, however, films are an indivisible part of the history and geography classes in the developed countries. Yet, when education at the level of primary education and high school in developing and underdeveloped countries is analysed, a limited numer of teachers seem to benefit from films and animations. It is understood that some of the teachers using animations in their lessons as a source material, can not use these materils effectively. In this context, this study was carried out thinking that a study concerning place and importance of images, animated cartoons and films in the history and geography lessons and how they should be used effectively might be beneficial for the history and geography teachers. At the first stage of the study, a theoritic basis was formed after making a literature review regarding place and importance of animations and films in the history and geography lessons and how they should be used effectively. Afterwards, in the view of such information a series of recommendations were given for the history and geography teachers.