Comparison of seventh-grade Turkish and Iranian social studies textbooks in terms of value education (original) (raw)
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Reflection Levels of Values Explicitly Gained in Secondary Schools in Social Studies Textbooks
Which values take place, how much space the values cover, which ones are emphasised more frequently are of capital importance in Social Studies textbooks. This study which was conducted to determine the place of values in secondary school social studies textbooks was carried out by document analysis, one of the qualitative research techniques. The latest publications of secondary school social studies guide books for teachers belonging to both Meb and private publishing houses were analysed in the research The data collected from the books were analysed under 7 themes and 26 sub-themes and the findings belonging to the themes were presented in the tables and finally the sub-themes belonging to these themes were given as an explanation under the tables. While values of responsibility, cooperation, aesthetic, being scientific, sensitivity to cultural heritage, respect to rights and freedoms are included adequately, it can be stated that values of helping each other, hardworking, and sensitivity to natural environment, patriotism, honesty, being fair, respect to flag and the Turkish National Anthem, and peace are not included sufficiently. In terms of publishing houses, it can be stated that Meb publications are more efficient with regards to including knowledge related to values and values education in every class level and teaching values.
Examination of Social Studies Textbooks in terms of Approaches of Values Education*
In the program of primary education in Turkey, comprehensive modifications were made by the Ministry of Education and The Chairman of the Board of Education (TTKB) in 2004. In this new Social Study and Instruction program some values like assiduity, scientificity, responsibility and respect to variety are defined as “the value given direct”. The target of this study is to examine these activities which take part in the lesson books of social studies at 6th grade and 7th grade in terms of approaches of values education. Five social studies lesson books of 6th grade and three social studies lesson books of 7th grade which received approval from The Chairman of The Board of Education (TTKB) in the 2010-2011 academic years compose the universe of this study which executed with the examination method. Two social studies lesson books of 6th and 7th class which are chosen randomly among these books constitute the sampling of this study. In order to determine that if these activities are suitable to the approaches of values education, a Schedule of Event Criteria (SEC) is improved by the researchers and the data are examined according to this schedule. As a result of this examination in these activities for values of education which take part in social studies lesson books of 6th and 7th grade, some findings are reached that approaches of value analysis and suggestion are given in but moral reasoning, explanation of value, observation/learning through modeling are not given in.
African Educational Research Journal, 2021
The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. ...
In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the qualitative research techniques, was used. The Social Studies Course Workbook included in this research was accepted as a course book for five years by Ministry of Education, Head Council of Education and Morality. The workbook was prepared as an assistance tool. The textbook set (textbook, workbook, teacher’s book), which is taught in Düzce province and was decided to be used, was provided and some comparisons were made to control whether there are any deficiencies (some missing parts, etc.) because of press. After making sure that there are not any deficiencies, the analysis procedure was started. Some of the results that can be derived from the research can be summarized as; some attainments are not related to values; all the values are included in workbook, but some activities are not sufficient; the value of being scientific is given by an activity that was designed according to positivist mentality.
The purpose of this study is to compare the social studies teaching curricula of Turkey and the United States in terms of values education. The study is a model case study that relies upon one of the qualitative research methods. The data come from the elementary social studies curricula of both countries through the documents analysis method. The results of the study demonstrate that the social studies’ curriculum of Turkey has more emphasis on individual and social values such as sensitivity, responsibility, solidarity, science, philanthropy, and patriotism, etc. On the other hand, the social studies curricula of the United States lays more emphasis on individual and social values such as sensitivity, science, responsibility, solidarity, and respect for individual rights, as well as democratic values such as diversity (difference), public good, and prevention of conflict .
Values in Social Studies Curriculum: Case of Turkey
Open Journal for Educational Research, 2022
The importance of values in the development of society and the establishment of relations among individuals has made the social studies course important in the transfer of values. Because the social studies course is intertwined with values by its nature whether it is given directly or not. In this framework, values were included in every learning area, unit and subject of the social studies course, which was included in the curriculum for the first time in 1968. However, the explicit inclusion of values under a title in social studies curriculum was in 2005 with the reorganization of the education system according to the constructivist approach. The curricula have been made more explanatory and systematic compared to previous curricula. It has continued in the same way to the present day. In this study, in which the curricula that have been implemented since 2005 are examined, the values are given in tables by using the document analysis method. Then, it was interpreted by subjecting it to descriptive analysis. Thus, it is purposed to reveal the change and transformation by determining the values added and removed in the social studies curriculum.
ERIC - Examination of Social Studies Textbooks in Terms of
2012
In the program of primary education in Turkey, comprehensive modifications were made by the Ministry of Education and The Chairman of the Board of Education (TTKB) in 2004. In this new Social Study and Instruction program some values like assiduity, scientificity, responsibility and respect to variety are defined as "the value given direct". The target of this study is to examine these activities which take part in the lesson books of social studies at 6th grade and 7th grade in terms of approaches of values education. Five social studies lesson books of 6th grade and three social studies lesson books of 7th grade which received approval from The Chairman of The Board of Education (TTKB) in the 2010-2011 academic years compose the universe of this study which executed with the examination method. Two social studies lesson books of 6th and 7th class which are chosen randomly among these books constitute the sampling of this study. In order to determine that if these activities are suitable to the approaches of values education, a Schedule of Event Criteria (SEC) is improved by the researchers and the data are examined according to this schedule. As a result of this examination in these activities for values of education which take part in social studies lesson books of 6th and 7th grade, some findings are reached that approaches of value analysis and suggestion are given in but moral reasoning, explanation of value, observation/learning through modeling are not given in.
Comparison of the Social Studies Curricula of Different Countries in terms of Values Education
One of the main areas of comparative education research is to compare educational systems that have developed in similar and / or different environments over a specific period of time and how they function. This research aims to compare teaching programs in Social Studies or equivalent courses (e.g. Moral-Citizenship education) in three countries' (Turkey, the USA and France) in terms of values education. The research was designed following a qualitative research approach and findings were obtained through document analysis. The study group was determined according to the criterion sampling method. According to the results of the research, for program vision in Turkey and USA (New York); the category of self-direction-thoughts were common while in France self-direction-action was frequently found. For general purposes; categories of universalism-concern, securitysocieatal in Turkey, tradition in USA (New York), universalism-concern, conformity-interpersonal in France were frequently found. In terms of program content category of tradition Turkey and USA (New York) was frequently found while the categories conformity-interpersonal and security-personal were rarely found. In France category of universalism-concern were frequently found and the categoryof security-personal was rarely found. During the learning-teaching process, category of value explanation in the United States (New York) and France and the category of value analysis in Turkey were found frequently and the category of ethical reasoning in France and
Values Education in Turkish Textbooks in Primary Education
European Journal of Educational Sciences
Texts are indispensable tools used in a language teaching environment. They help students learn both implicitly and explicitly. This learning activity guides the future of the student. The individualization processes of memories that are combined together with qualified texts would be shorter and more qualified. There are many affective approaches and cognitive approaches in curriculum because raising individuals with adopted basic human values is a universal phenomenon that takes place in all the education programs. In today’s teaching processes, along with data mining, opinion mining is also included in educational processes. Equipping the input in students’ memories with positive poles (the literature used polar), in terms of value load, will directly lead to the observation of the positive affective behaviours in students. The learning outcomes under the title of education values in native language programs are basically a product of value load mining. This paper focuses on clas...