Examining Social Problems in 5th Grade Textbooks within the Framework of the 2024 Social Studies Course Curriculum

Emine Karasu Avcı; Melike Faiz

Makale detayları

Examining Social Problems in 5th Grade Textbooks within the Framework of the 2024 Social Studies Course Curriculum

Yazarlar:

Emine Karasu Avcı | Melike Faiz

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1237-1262

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355685

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 Social problems affect large segments of society and lead to negative social, economic, cultural, or environmental consequences. Such problems can diminish individuals quality of life, causing social unrest and necessitating solutions as common concerns. Social Studies, a field of education drawing from various social science disciplines, has a comprehensive curriculum. The primary objective of this course is to cultivate informed and responsible citizens. Therefore, incorporating social problems into the curriculum aims to help students recognize these challenges and develop solutions. This study examines how social problems are addressed in 5th grade textbooks in line with the 2024 Social Studies Curriculum. A qualitative research method was employed, utilizing document analysis as the primary technique. The collected data were analyzed using content analysis. The findings indicated that social problems such as natural disasters, environmental pollution, cultural degradation, migration, refugee issues, cultural heritage sensitivity, personal rights violations, global warming, and the negative impacts of technology were the most frequently covered topics in textbooks. Additionally, it was observed that social problems were not evenly distributed across the textbooks. The Our Home: Earth learning domain included more discussions on these topics, whereas the Our Common Heritage learning domain addressed them more broadly.

 Social problems affect large segments of society and lead to negative social, economic, cultural, or environmental consequences. Such problems can diminish individuals quality of life, causing social unrest and necessitating solutions as common concerns. Social Studies, a field of education drawing from various social science disciplines, has a comprehensive curriculum. The primary objective of this course is to cultivate informed and responsible citizens. Therefore, incorporating social problems into the curriculum aims to help students recognize these challenges and develop solutions. This study examines how social problems are addressed in 5th grade textbooks in line with the 2024 Social Studies Curriculum. A qualitative research method was employed, utilizing document analysis as the primary technique. The collected data were analyzed using content analysis. The findings indicated that social problems such as natural disasters, environmental pollution, cultural degradation, migration, refugee issues, cultural heritage sensitivity, personal rights violations, global warming, and the negative impacts of technology were the most frequently covered topics in textbooks. Additionally, it was observed that social problems were not evenly distributed across the textbooks. The Our Home: Earth learning domain included more discussions on these topics, whereas the Our Common Heritage learning domain addressed them more broadly.

 Social problems affect large segments of society and lead to negative social, economic, cultural, or environmental consequences. Such problems can diminish individuals quality of life, causing social unrest and necessitating solutions as common concerns. Social Studies, a field of education drawing from various social science disciplines, has a comprehensive curriculum. The primary objective of this course is to cultivate informed and responsible citizens. Therefore, incorporating social problems into the curriculum aims to help students recognize these challenges and develop solutions. This study examines how social problems are addressed in 5th grade textbooks in line with the 2024 Social Studies Curriculum. A qualitative research method was employed, utilizing document analysis as the primary technique. The collected data were analyzed using content analysis. The findings indicated that social problems such as natural disasters, environmental pollution, cultural degradation, migration, refugee issues, cultural heritage sensitivity, personal rights violations, global warming, and the negative impacts of technology were the most frequently covered topics in textbooks. Additionally, it was observed that social problems were not evenly distributed across the textbooks. The Our Home: Earth learning domain included more discussions on these topics, whereas the Our Common Heritage learning domain addressed them more broadly.

 Toplumsal sorunlar, toplumun geniş kesimlerini etkileyen ve sosyal, ekonomik, kültürel ya da çevresel açıdan olumsuz sonuçlar doğuran meselelerdir. Bu tür sorunlar, bireylerin yaşam kalitesini düşürerek toplumsal huzursuzluklara yol açabilir ve çözüm gerektiren ortak konular olarak değerlendirilir. Sosyal bilgiler dersi ise sosyal bilimler disiplinlerinden beslenen, kapsamlı bir içeriğe sahip bir eğitim alanıdır. Bu dersin temel amacı, bilinçli ve sorumluluk sahibi vatandaşlar yetiştirmektir. Bu nedenle, derste toplumsal sorunlara yer verilmesi, öğrencilerin bu sorunları tanımalarını ve çözüm yolları geliştirmelerine katkı sağlamayı hedeflemektedir. Bu bağlamda, bu çalışmada 2024 Sosyal Bilgiler Dersi Öğretim Programı doğrultusunda 5. sınıf ders kitaplarında toplumsal sorunların nasıl ele alındığı incelenmiştir. Araştırmada nitel yöntem kullanılarak doküman incelemesi tekniğinden faydalanılmıştır. Elde edilen veriler içerik analiziyle çözümlenmiştir. Çalışma sonucunda ders kitaplarında en çok doğal afetler, çevre kirliliği, kültürel yozlaşma, göç, sığınmacı sorunları, kültürel mirasa duyarlılık, kişisel hakların ihlali, küresel ısınma ve teknolojinin olumsuz etkileri gibi toplumsal sorunlara yer verildiği belirlenmiştir. Ayrıca toplumsal sorunların ders kitaplarında eşit şekilde dağıtılmadığı gözlemlenmiş; Evimiz Dünya öğrenme alanında bu sorunlara daha fazla yer verilirken Ortak Mirasımız öğrenme alanında daha sınırlı bir biçimde ele alındığı tespit edilmiştir.

Makale detayları

Examining Social Problems in 5th Grade Textbooks within the Framework of the 2024 Social Studies Course Curriculum

Yazarlar:

Emine Karasu Avcı | Melike Faiz

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1237-1262

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355685

pISSN:

2459-1912

Social studies

Social problems

Social studies text bookSosyal bilgiler

Toplumsal sorun

Sosyal bilgiler ders kitabı

Sayı

Makale detayları

Examining Social Problems in 5th Grade Textbooks within the Framework of the 2024 Social Studies Course Curriculum

Yazarlar: Emine Karasu Avcı | Melike Faiz

Yayıncı: Gazi University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1237-1262

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001355685

pISSN: 2459-1912

Social studies

Social problems

Social studies text bookSosyal bilgiler

Toplumsal sorun

Sosyal bilgiler ders kitabı

Sayı

Yazarlar:

Emine Karasu Avcı | Melike Faiz

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1237-1262

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355685

pISSN:

2459-1912