Evaluation of Turkish coursebooks in the context of texts and questions in PISA reading skills

Ayşe Yıldırım; Saadet Maltepe

Makale detayları

Evaluation of Turkish coursebooks in the context of texts and questions in PISA reading skills

Yazarlar:

Ayşe Yıldırım | Saadet Maltepe

Yayıncı:

Balıkesir University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.28 Issue 53, pp.149-163

Belge Tipi:

Makale

Yayın Tarihi:

12/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350166

pISSN:

1301-5265

Anahtar kelimeler:

Özet:

 The concept of literacy is much more than knowing how to read and write. From this perspective, PISA Programme for International Student Assessment measures literacy skills in three different areas. In this study, based on the PISA reading skills assessment framework, the reading texts and activities in the Turkish textbooks and the texts in the theme assessment sections were analyzed in terms of form and type as included in PISA and the reading comprehension questions were evaluated according to PISA reading skills cognitive processes. In the study, document analysis method was used and 5th, 6th, 7th and 8th grade Turkish textbooks used in the 2023-2024 academic year were selected as data collection tools. The data obtained were analyzed with descriptive analysis technique. In terms of text type, it was concluded that the texts related to reading skills in Turkish textbooks were mostly selected from Continuous texts and Mixed texts were not included. In the analysis of text types, it was observed that the texts related to reading skills in Turkish textbooks were mostly selected from story and explanation types, while other text types were less common. As a result of the examination of the cognitive processes in PISA, it was found that the questions related to Locate Information and Understand processes were mostly included in the examined textbooks, while questions related to Evaluation and Reflection process were less included.

 The concept of literacy is much more than knowing how to read and write. From this perspective, PISA Programme for International Student Assessment measures literacy skills in three different areas. In this study, based on the PISA reading skills assessment framework, the reading texts and activities in the Turkish textbooks and the texts in the theme assessment sections were analyzed in terms of form and type as included in PISA and the reading comprehension questions were evaluated according to PISA reading skills cognitive processes. In the study, document analysis method was used and 5th, 6th, 7th and 8th grade Turkish textbooks used in the 2023-2024 academic year were selected as data collection tools. The data obtained were analyzed with descriptive analysis technique. In terms of text type, it was concluded that the texts related to reading skills in Turkish textbooks were mostly selected from Continuous texts and Mixed texts were not included. In the analysis of text types, it was observed that the texts related to reading skills in Turkish textbooks were mostly selected from story and explanation types, while other text types were less common. As a result of the examination of the cognitive processes in PISA, it was found that the questions related to Locate Information and Understand processes were mostly included in the examined textbooks, while questions related to Evaluation and Reflection process were less included.

 The concept of literacy is much more than knowing how to read and write. From this perspective, PISA Programme for International Student Assessment measures literacy skills in three different areas. In this study, based on the PISA reading skills assessment framework, the reading texts and activities in the Turkish textbooks and the texts in the theme assessment sections were analyzed in terms of form and type as included in PISA and the reading comprehension questions were evaluated according to PISA reading skills cognitive processes. In the study, document analysis method was used and 5th, 6th, 7th and 8th grade Turkish textbooks used in the 2023-2024 academic year were selected as data collection tools. The data obtained were analyzed with descriptive analysis technique. In terms of text type, it was concluded that the texts related to reading skills in Turkish textbooks were mostly selected from Continuous texts and Mixed texts were not included. In the analysis of text types, it was observed that the texts related to reading skills in Turkish textbooks were mostly selected from story and explanation types, while other text types were less common. As a result of the examination of the cognitive processes in PISA, it was found that the questions related to Locate Information and Understand processes were mostly included in the examined textbooks, while questions related to Evaluation and Reflection process were less included.

 Okuryazarlık kavramı okuma yazma bilmekten çok daha fazlasıdır. Bu bakış açısıyla okuma becerisini ölçme ve değerlendirmede PISA Programme for International Student Assessment, okuryazarlık becerisini üç farklı alanda ölçer. Bu araştırmada, PISA okuma becerileri değerlendirme çerçevesinden hareketle Türkçe ders kitaplarındaki okuma metinleri ve etkinlikleri ile tema değerlendirme bölümlerindeki metinlerin şekil ve tür bakımından PISAda yer verilen şekliyle incelemesi ve okuduğunu anlama sorularının PISA okuma becerileri bilişsel süreçlerine göre değerlendirmesi yapılmıştır. Araştırmada doküman incelemesi yöntemi kullanılmış, veri toplama aracı olarak 2023-2024 eğitim öğretim yılında kullanılan 5,6,7 ve 8.sınıf Türkçe ders kitapları seçilmiştir. Elde edilen veriler betimsel analiz tekniği ile çözümlenmiştir. Metin şekli bakımından Türkçe ders kitaplarındaki okuma becerisine yönelik metinlerin daha çok Devamı olan metinler den seçildiği, Karma metinlere ise yer verilmediği sonucuna ulaşılmıştır. Metin türüne yönelik yapılan incelemede ise Türkçe ders kitaplarındaki okuma becerisi ile ilişkili metinlerin en çok hikaye ve açıklama türündeki metinlerden seçildiği, diğer metin türlerine ise daha az yer verildiği görülmüştür. PISAdaki bilişsel süreçlere yönelik yapılan inceleme sonucunda incelenen ders kitaplarında Bilgiye Ulaşma ve Anlama süreçlerine yönelik sorulara daha çok, Değerlendirme ve Derinlemesine Düşünme sürecine yönelik sorulara ise daha az yer verildiği sonucuna ulaşılmıştır.

Makale detayları

Evaluation of Turkish coursebooks in the context of texts and questions in PISA reading skills

Yazarlar:

Ayşe Yıldırım | Saadet Maltepe

Yayıncı:

Balıkesir University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.28 Issue 53, pp.149-163

Belge Tipi:

Makale

Yayın Tarihi:

12/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350166

pISSN:

1301-5265

PISA

reading skills

Turkish course books

text format and type

cognitive processesPISA

okuma becerileri

Türkçe ders kitapları

metin şekli ve türü

bilişsel süreçler

Sayı

Makale detayları

Yazarlar: Ayşe Yıldırım | Saadet Maltepe

Yayıncı: Balıkesir University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.28 Issue 53, pp.149-163

Belge Tipi: Makale

Yayın Tarihi: 12/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001350166

pISSN: 1301-5265

Sayı

Yazarlar:

Ayşe Yıldırım | Saadet Maltepe

Yayıncı:

Balıkesir University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.28 Issue 53, pp.149-163

Belge Tipi:

Makale

Yayın Tarihi:

12/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350166

pISSN:

1301-5265