The aim of this study, in which historical proof analysis was used in social studies instruction, was to determine the effect of this method on the academic achievement of students. The basic principle of the modern pedagogical approach is to empower the student and activate and develop the student's higher cognitive processes. Techniques such as drama, role playing, simulation, problem solving, projects, the six thinking hats technique, pair and group work have recently been started to be used in instruction, stemming from this new approach. In addition to the above, we must also mention “historical proof analysis”. Modern approaches to instruction focus not only on the consumption of knowledge but also teaching the student how to learn and how to produce knowledge. Proof analysis, as one of the most significant methods used in this fashion, allows students to gather different sources of proof and reach information by forming connections between these sources, resulting in the production of new information and evaluations. In this study, a quantitative pre-test post-test control group experimental design was used and activities were carried out with two groups, being the experimental group and the control group. In order to measure the effect of instruction based on historical proof analysis on academic achievement, the researchers developed an aptitude test that was administered to both groups. As a result of the study, we can conclude that the experimental group which received instruction based on historical proof analysis had a higher level of achievement than the control group, who received instruction based on other methods.

Social studies instruction, historical proof analysis, history instruction.