Abstract: <\/strong> In this study, current date curriculums – both from Turkey and also from countries with high levels of welfare, such as Canada, UK, Australia, United States – were reviewed from the perspective of the 21st century skills, in order to determine how history education changes according to the conjuncture. In this context, a general framework about 21st century skills was presented, and then the reflections of this approach in history education were emphasized. The last part of the study attempts to develop an interpretation, based on history education practices from Turkey and other countries in scope. By the millennium, especially in countries with high welfare, it is seen that gains from history education is associated with critical thinking and problem solving skills; multi-perspectivity approach to historical events is developed, and efforts are made to appreciate the common aspects of cultural heritage. In this context, current curricula prepared for history and social studies courses in Canada, Australia, England and United States provide a subject-specific perspective. For Turkey, it may be said that there is still a way to be taken in terms of practices.<\/p>\n Keywords: <\/strong> History education, Education policies, 21st Century skills<\/p>\n \u00d6z: <\/strong> Bu \u00e7al\u0131\u015fmada, Kanada, \u0130ngiltere, Avustralya ve ABD gibi refah seviyesi y\u00fcksek \u00fclkeler ile T\u00fcrkiye\u2019deki g\u00fcncel tarih e\u011fitim m\u00fcfredatlar\u0131na 21. y\u00fczy\u0131l becerileri perspektifinden incelenmi\u015f; tarih e\u011fitiminin konjonkt\u00fcre g\u00f6re nas\u0131l bir de\u011fi\u015fim g\u00f6sterdi\u011fi tespit edilmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r. Bu kapsamda, 21. y\u00fczy\u0131l becerileri hakk\u0131nda genel bir \u00e7er\u00e7eve sunulmu\u015f, sonras\u0131nda bu yakla\u015f\u0131m\u0131n tarih e\u011fitimindeki yans\u0131malar\u0131 \u00fczerinde durulmu\u015ftur. \u00c7al\u0131\u015fman\u0131n son b\u00f6l\u00fcm\u00fcnde \u00e7al\u0131\u015fmaya konu olan \u00fclkeler ile T\u00fcrkiye tarih e\u011fitimi pratiklerine yer verilerek bir yorum geli\u015ftirilmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r. Milenyumla birlikte \u00f6zellikle refah d\u00fczeyi y\u00fcksek \u00fclkelerde tarih e\u011fitimi kazan\u0131mlar\u0131n\u0131n ele\u015ftirel d\u00fc\u015f\u00fcnme ve problem \u00e7\u00f6zme becerileri ile ili\u015fkilendirildi\u011fi; tarihsel olaylara yakla\u015f\u0131mda \u00e7ok perspektiflili\u011fin geli\u015ftirildi\u011fi ve k\u00fclt\u00fcrel miras\u0131n ortak y\u00f6nlerinin takdir edilmesi \u00fczere \u00e7al\u0131\u015f\u0131ld\u0131\u011f\u0131 g\u00f6r\u00fclmektedir. Bu ba\u011flamda Kanada, Avustralya, \u0130ngiltere ve Amerika\u2019daki tarih ve sosyal bilgiler dersleri i\u00e7in haz\u0131rlanan g\u00fcncel m\u00fcfredatlar konu \u00f6zelinde perspektif vermektedir. T\u00fcrkiye pratikleri konusunda ise hen\u00fcz yol al\u0131nmas\u0131 gerekti\u011fi s\u00f6ylenebilir.<\/p>\n Anahtar kelimeler: <\/strong> Tarih e\u011fitimi, M\u00fcfredatlar, E\u011fitim politikalar\u0131, 21. y\u00fczy\u0131l becerileri<\/p>\n 21. Y\u00fczy\u0131l Becerileri Perspektifinden Tarih E\u011fitiminin Y\u00f6n\u00fc <\/h1>\n
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