Abstract
There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers.In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study.It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.
Highlights
Planned and programmed education and teaching activities start at the school
After the fundamental change in the program in 2005, the number of studies on social studies textbooks has shown an increase. When we examine these studies, we see positive opinions regarding social studies textbooks are prevalent, but there are some problems with their content (Alaca, 2017; Karabacak & Turan, 2017; Sever & Koçoğlu, 2013; Gülersoy, 2012; Nalçacı, 2011; İncekara & Karatepe, 2010; Taş, 2007; Öcal & Yiğittir, 2007; Önal & Kaya, 2006)
The "learning about civilisations" subject under the "culture and heritage" learning unit of the social studies textbook can be seen as the prominent subject among those deemed not compatible with the student level
Summary
Planned and programmed education and teaching activities start at the school. Computers, blackboards, projectors, smart-boards, scale models and books are some of the equipment and tools used in context of teaching in modern schools. In our time, where technology is widely used in education in teaching, books are still some of the most important teaching materials. In comparison to other tools they have very different functions Due to these characteristics, books are one of most widely used teaching tools (Kılıç, 2007, 26-27). Textbook is an important resource where students can find well organised information they need to prepare for lectures and exams. As it can be understood from the explanations above, many sources point out the importance of resource (Ulusoy, 2008; İşman 2005). Without a doubt a textbook provides a beneficial resource when it is carefully selected; Journal of Education and Training Studies
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