Ideological Patterns in Secondary School Science Textbooks

Ayhan Ural; Sema Özkan Palavaroğlu

Makale detayları

Ideological Patterns in Secondary School Science Textbooks

Yazarlar:

Ayhan Ural | Sema Özkan Palavaroğlu

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.617-645

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322213

pISSN:

2548-0278

Anahtar kelimeler:

Özet:

 This study aims to analyze the ideological patterns used in the narration of energy sources and power plants, global warming, and climate change in secondary school science textbooks. A qualitative research approach was adopted, and data were collected through document analysis. Data were analyzed with a socio-cognitive approach through critical discourse analysis. According to the results, the effects of neoliberalism were seen explicitly andor implicitly in the expressions used in the narration of energy resources and power plants, global warming, and climate change. We determined that the expressions used in the textbooks reduce the actions of those who have collective responsibility to individual responsibility and that they deal with the values of individuality based on a good consumer and a free market-oriented citizen. In addition, we observed that the statements in the textbooks emphasised individual responsibilities and values such as standardisation; they did not include social sensitivity, social benefit, reciprocity, and ethical values and did not contain collectivist elements. Secondary school science textbooks were constructed with environmentalist fiction in terms of semiotics by including environmental problems and proposing solutions. Although the obtained results underline that secondary school science textbooks point to environmentally sensitive and valuable elements, they show that in the dimension of fiction, these textbooks are shaped around global capital and its traditional dynamics and do not contribute sufficiently to emancipation, especially in the context of critical pedagogy. Based on the results, the content as well as the social, political, cultural, and historical structures in science textbooks that concern society in general can be more closely related to the students age, knowledge, and experiences. As a result, it can be suggested that secondary school science textbooks should include an emancipatory pedagogy that creates spaces for students to reveal their own experiences, especially on issues that concern society in general.

 This study aims to analyze the ideological patterns used in the narration of energy sources and power plants, global warming, and climate change in secondary school science textbooks. A qualitative research approach was adopted, and data were collected through document analysis. Data were analyzed with a socio-cognitive approach through critical discourse analysis. According to the results, the effects of neoliberalism were seen explicitly andor implicitly in the expressions used in the narration of energy resources and power plants, global warming, and climate change. We determined that the expressions used in the textbooks reduce the actions of those who have collective responsibility to individual responsibility and that they deal with the values of individuality based on a good consumer and a free market-oriented citizen. In addition, we observed that the statements in the textbooks emphasised individual responsibilities and values such as standardisation; they did not include social sensitivity, social benefit, reciprocity, and ethical values and did not contain collectivist elements. Secondary school science textbooks were constructed with environmentalist fiction in terms of semiotics by including environmental problems and proposing solutions. Although the obtained results underline that secondary school science textbooks point to environmentally sensitive and valuable elements, they show that in the dimension of fiction, these textbooks are shaped around global capital and its traditional dynamics and do not contribute sufficiently to emancipation, especially in the context of critical pedagogy. Based on the results, the content as well as the social, political, cultural, and historical structures in science textbooks that concern society in general can be more closely related to the students age, knowledge, and experiences. As a result, it can be suggested that secondary school science textbooks should include an emancipatory pedagogy that creates spaces for students to reveal their own experiences, especially on issues that concern society in general.

 This study aims to analyze the ideological patterns used in the narration of energy sources and power plants, global warming, and climate change in secondary school science textbooks. A qualitative research approach was adopted, and data were collected through document analysis. Data were analyzed with a socio-cognitive approach through critical discourse analysis. According to the results, the effects of neoliberalism were seen explicitly andor implicitly in the expressions used in the narration of energy resources and power plants, global warming, and climate change. We determined that the expressions used in the textbooks reduce the actions of those who have collective responsibility to individual responsibility and that they deal with the values of individuality based on a good consumer and a free market-oriented citizen. In addition, we observed that the statements in the textbooks emphasised individual responsibilities and values such as standardisation; they did not include social sensitivity, social benefit, reciprocity, and ethical values and did not contain collectivist elements. Secondary school science textbooks were constructed with environmentalist fiction in terms of semiotics by including environmental problems and proposing solutions. Although the obtained results underline that secondary school science textbooks point to environmentally sensitive and valuable elements, they show that in the dimension of fiction, these textbooks are shaped around global capital and its traditional dynamics and do not contribute sufficiently to emancipation, especially in the context of critical pedagogy. Based on the results, the content as well as the social, political, cultural, and historical structures in science textbooks that concern society in general can be more closely related to the students age, knowledge, and experiences. As a result, it can be suggested that secondary school science textbooks should include an emancipatory pedagogy that creates spaces for students to reveal their own experiences, especially on issues that concern society in general.

 Bu çalışmanın amacı ortaokul fen bilimleri ders kitaplarındaki enerji kaynakları ve santralleri ile küresel ısınma ve iklim değişikliği konularının anlatımında kullanılan ideolojik örüntüler üzerine bir çözümleme yapmaktır. Nitel araştırma yaklaşımının benimsendiği araştırmada veriler, doküman incelemesi tekniği ile toplanmıştır. Araştırmanın verileri, eleştirel söylem analizi yoluyla sosyo-bilişsel yaklaşım ile çözümlenmiştir. Ulaşılan sonuca göre, enerji kaynakları ve santralleri ile küresel ısınma ve iklim değişikliği konularının anlatımında kullanılan ifadelerde, açık veveya örtülü olarak neoliberalizmin etkileri görülmüştür. Ders kitaplarında ele alınan konuların anlatımındaki ifadelerin, kitlesel sorumluluğa sahip olanların eylemlerini bireysel sorumluluğa indirgediği; bireysellik değerlerini iyi bir tüketici ve serbest piyasa odaklı bir vatandaş temelinde ele aldığı belirlenmiştir. Ayrıca ders kitaplarındaki ifadelerin bireysel sorumlulukları ve standartlaşma gibi değerleri vurguladığı; toplumsal duyarlılık, toplumsal fayda, karşılıklılık ve etik değerlere yer vermediği, toplulukçu unsurları barındırmadığı görülmüştür. Ortaokul fen bilimleri ders kitapları, çevre sorunlarına yer vermesi veveya çözüm önerileri ile göstergebilimsel açıdan çevreci bir kurguyla inşa edilmiştir. Elde edilen sonuçlar ortaokul fen bilimleri ders kitaplarının çevreye duyarlı ve yararlı unsurları işaret ettiğinin altını çizse de kurgu boyutunda anılan kitapların küresel sermaye ve onun geleneksel dinamikleri etrafında şekillendiğini özellikle eleştirel pedagoji bağlamında özgürleşmeye yeterli katkıda bulunamadığını göstermektedir. Araştırma sonuçlarından hareketle fen bilimleri ders kitaplarında yer alan ve toplumun genelini ilgilendiren içerikler, sosyal, politik, kültürel ve tarihsel yapılar öğrencilerin yaş, bilgi ve deneyimleri bağlamı ile daha yakın ilişkilendirilebilir. Sonuç olarak ortaokul fen bilimleri ders kitaplarında, özellikle toplumun genelini ilgilendiren konularda, öğrencilerin kendi yaşanmışlıklarını ortaya koyabilecekleri alanlar yaratan; özgürleştirici bir pedagojiye yer verilmesi önerilebilir.

Makale detayları

Ideological Patterns in Secondary School Science Textbooks

Yazarlar:

Ayhan Ural | Sema Özkan Palavaroğlu

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.617-645

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322213

pISSN:

2548-0278

Textbook

science course

ideology

ideological patternDers kitabı

fen bilimleri dersi

ideoloji

ideolojik örüntü

Sayı

Makale detayları

Yazarlar: Ayhan Ural | Sema Özkan Palavaroğlu

Yayıncı: Ondokuz Mayıs University

Ana Başlıklar: Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi: Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.617-645

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001322213

pISSN: 2548-0278

Sayı

Yazarlar:

Ayhan Ural | Sema Özkan Palavaroğlu

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.617-645

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322213

pISSN:

2548-0278