The REFLECTION of HISTORICAL TV SERIES and FILMS on SOCIAL STUDIES CLASSES

The study explores teacher’s perspectives of the reflections of historical TV series and films on social studies classes. The study was conducted in accordance with the case study design, one of the qualitative methods research designs. The study group consists of 10 social studies teachers working in public schools. Participants were selected according to the maximum variation sampling, one of the purposeful sampling methods. A semi-structured interview form was used as the data collection tool and the qualitative data were analyzed using Nvivo 10. The participants thought that historical TV series and films not only help boost the level of cognitive readiness but also aid learners commit what they learn into their memory. In addition, it also promote learners’ skills related with perception of time and chronology. On the other hand, the participants also noted that some these TV series and films lead to incorrect learning of some historical facts and cause students to misinterpret some historical events. Moreover, some of the content of such films, particularly violence and profanity function as a bad model for younger generations