İlköğretim 1998 ve 2004 sosyal bilgiler dersi öğretim programlarına göre yazılmış 4. ve 5. sınıf ders kitaplarının öğrenme anlayışları, içerik ve kullanılabilirlik açılarından karşılaştırılması


Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Marmara Üniversitesi, Atatürk Eğitim Fakültesi, Temel Eğitim Bölümü, Türkiye

Tezin Onay Tarihi: 2008

Tezin Dili: Türkçe

Öğrenci: GAMZE KALIPCI

Danışman: YÜCEL KABAPINAR

Özet:

v ABSTRACT COMPARISON OF PRIMARY EDUCATION SOCIAL STUDIES TEXTBOOKS (4 &5 TH GRADES) WRITTEN ON THE BASIS OF 1998 AND 2004 EDUCATIONAL PROGRAMME: LEARNING APPROACHES, CONTENT AND USABILITY This research was conducted to identify and compare the learning approaches, the quantity and quality of the visual materials within the content of the books, the presentation of information in the textbooks prepared according to Social Studies programme between 1998-2005. In addition to this comparison, the teachers were asked for their positive and negative statements on the usage of the books. In this research, the documents about comparison of texts and visual materials which exist in the course books written according to the 1998 and 2004 Social Studies Programme are researched. According to the results of the document research; It’s been fixed that narrative texts have increased. It’s been designated that the variety, quantity and quality of visuals have increased. It’s been found that the concept of course book based on activities aimed at the reinforcement of the learnt items have appeared, measuring and evaluation system has changed and alternative measuring and evaluation techniques aimed at assessing the process and result of learning occur in the course books. Additionally, in this research 48 home-room teachers working at the primary schools in the districts Ümraniye, Pendik, Maltepe, Kadıköy in İstanbul have been chosen as the sample group.On the voluntary basis the randomly selected teachers were asked seven semideveloped questions through the interview form. The data gathered through the interview forms were analyzed and grouped into categories. In addition to this, the visual materials and texts in the social studies textbooks between 1998 and 2004 were examined and compared. According to the open-ended questions at the interview; vi The teachers thought that the changes in 2004 social studies programme, contributed to the development of skills and values. The topics of history course was more detailed in the social studies textbooks in 1998. However, 2004 programme decreased the amount history course's topics. According to the research data, the usage of social studies textbooks increased and this indicates that these books are still the mostly used course materials. The teachers find the teacher guides helpful for providing them guidance in social studies course and for facilitating their job. The social studies textbooks of 2004 programe include more visual materials and the teachers state that these realred visual materials draw the attention of the students and facilitate understanding. The teachers state that the activities in the work books, encourage the students to make researches and they believe these to improve the students' interest and motivation The social studies textbooks of 2004, include more narrative texts rather than informative texts. The interviewed teachers state that the testing and evaluation in social studies textbooks, were diversified and that the formative and summative assessments help the students designate their own development throughout the learning process. There should be consistency between the social studies textbooks and workbook activities. Thw work book activities should support the textbooks. Key words: Social Studies, Textbooks, Constructivist Learning, Educational Programme.