Evaluation of Turkish Language and Literature Textbooks in Terms of Critical Thinking

Sercan Çelik; Necdet Aykaç

Makale detayları

Evaluation of Turkish Language and Literature Textbooks in Terms of Critical Thinking

Yazarlar:

Sercan Çelik | Necdet Aykaç

Yayıncı:

Cankiri Karatekin University

Ana Başlıklar:

Edebiyat Sosyolojisi

Dergi:

Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi Vol.11 Issue 2, pp.117-157

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303252

pISSN:

2147-8465

Anahtar kelimeler:

Özet:

 The purpose of this research is to evaluate the reading texts and the questions about the texts in the Turkish Language and Literature textbooks prepared according to the 2018 curriculum in terms of critical thinking. The data source of the research designed in the semiotics method consists of the 9th, 10th, 11th and 12th grade Turkish Language and Literature textbooks, which have been determined by the Ministry of National Education as a textbook for five years as of 2019. The data in the research were obtained by document analysis, which is one of the qualitative research data collection methods. The collected data were analyzed with thematic and descriptive analysis techniques. According to the results obtained in the research, it was determined that there was no planning for the development of critical thinking during the determination of the texts and questions in the Turkish Language and Literature textbooks. When examined according to grade levels and units, it was seen that the 9th and 10th grade textbooks contained very few improving texts and in-depth comprehension questions. Therefore, it has been concluded that the texts and questions in the 9th and 10th grade textbooks, which are of particular importance as they form the basis of the course, are insufficient in developing critical thinking. On the other hand, when examined according to grade levels and units, it was seen that the 11th and 12th grade textbooks were rich in terms of developing texts and in-depth comprehension questions. Therefore, it has been determined that the questions and texts in the 11th and 12th grade textbooks are sufficient in terms of critical thinking. However, since there is no gradual planning in terms of critical thinking, the inadequacy of the 9th and 10th grade textbooks devalues the adequacy of the following books. In addition, although there are exceptions, it has been determined that there is a positive relationship between the improving text and the in-depth question. It was seen that in-depth questions were in the majority in units with improving texts, and content comprehension questions were in the majority in units with ineffective and obstructive texts.

 The purpose of this research is to evaluate the reading texts and the questions about the texts in the Turkish Language and Literature textbooks prepared according to the 2018 curriculum in terms of critical thinking. The data source of the research designed in the semiotics method consists of the 9th, 10th, 11th and 12th grade Turkish Language and Literature textbooks, which have been determined by the Ministry of National Education as a textbook for five years as of 2019. The data in the research were obtained by document analysis, which is one of the qualitative research data collection methods. The collected data were analyzed with thematic and descriptive analysis techniques. According to the results obtained in the research, it was determined that there was no planning for the development of critical thinking during the determination of the texts and questions in the Turkish Language and Literature textbooks. When examined according to grade levels and units, it was seen that the 9th and 10th grade textbooks contained very few improving texts and in-depth comprehension questions. Therefore, it has been concluded that the texts and questions in the 9th and 10th grade textbooks, which are of particular importance as they form the basis of the course, are insufficient in developing critical thinking. On the other hand, when examined according to grade levels and units, it was seen that the 11th and 12th grade textbooks were rich in terms of developing texts and in-depth comprehension questions. Therefore, it has been determined that the questions and texts in the 11th and 12th grade textbooks are sufficient in terms of critical thinking. However, since there is no gradual planning in terms of critical thinking, the inadequacy of the 9th and 10th grade textbooks devalues the adequacy of the following books. In addition, although there are exceptions, it has been determined that there is a positive relationship between the improving text and the in-depth question. It was seen that in-depth questions were in the majority in units with improving texts, and content comprehension questions were in the majority in units with ineffective and obstructive texts.

 The purpose of this research is to evaluate the reading texts and the questions about the texts in the Turkish Language and Literature textbooks prepared according to the 2018 curriculum in terms of critical thinking. The data source of the research designed in the semiotics method consists of the 9th, 10th, 11th and 12th grade Turkish Language and Literature textbooks, which have been determined by the Ministry of National Education as a textbook for five years as of 2019. The data in the research were obtained by document analysis, which is one of the qualitative research data collection methods. The collected data were analyzed with thematic and descriptive analysis techniques. According to the results obtained in the research, it was determined that there was no planning for the development of critical thinking during the determination of the texts and questions in the Turkish Language and Literature textbooks. When examined according to grade levels and units, it was seen that the 9th and 10th grade textbooks contained very few improving texts and in-depth comprehension questions. Therefore, it has been concluded that the texts and questions in the 9th and 10th grade textbooks, which are of particular importance as they form the basis of the course, are insufficient in developing critical thinking. On the other hand, when examined according to grade levels and units, it was seen that the 11th and 12th grade textbooks were rich in terms of developing texts and in-depth comprehension questions. Therefore, it has been determined that the questions and texts in the 11th and 12th grade textbooks are sufficient in terms of critical thinking. However, since there is no gradual planning in terms of critical thinking, the inadequacy of the 9th and 10th grade textbooks devalues the adequacy of the following books. In addition, although there are exceptions, it has been determined that there is a positive relationship between the improving text and the in-depth question. It was seen that in-depth questions were in the majority in units with improving texts, and content comprehension questions were in the majority in units with ineffective and obstructive texts.

 Bu araştırmanın amacı, 2018 öğretim programına göre hazırlanan Türk Dili ve Edebiyatı ders kitaplarındaki okuma metinlerini ve metinlerle ilgili soruları eleştirel düşünme açısından değerlendirmektir. Göstergebilim yönteminde desenlesen araştırmanın veri kaynağını, MEB tarafından 2019 yılından itibaren beş yıl ders kitabı olarak belirlenen 9, 10, 11 ve 12. sınıf Türk Dili ve Edebiyatı ders kitapları oluşturmaktadır. Araştırmada veriler, nitel araştırma veri toplama yöntemlerinden biri olan doküman analiziyle elde edilmiştir. Toplanan veriler ise tematik ve betimsel analiz teknikleriyle çözümlenmiştir. Araştırmada elde edilen sonuçlara göre, Türk Dili ve Edebiyatı ders kitaplarındaki metin ve soruların belirlenme aşamasında eleştirel düşünmenin geliştirilmesine yönelik bir planlama yapılmadığı tespit edilmiştir. Sınıf seviyeleri ve ünitelere göre incelendiğinde ise 9. ve 10. sınıf ders kitaplarının, geliştirici metinleri ve derinlemesine anlama sorularını çok az sayıda içerdiği görülmüştür. Dolayısıyla derse temel oluşturdukları için ayrı bir öneme sahip olan 9. ve 10. sınıf ders kitaplarındaki metin ve soruların eleştirel düşünmeyi geliştirmede yetersiz oldukları sonucuna ulaşılmıştır. Buna karşın 11. ve 12. sınıf ders kitaplarında yer alan soru ve metinlerin eleştirel düşünme açısından yeterli olduğu belirlenmiştir. Fakat eleştirel düşünme açısından aşamalı bir planlama yapılmadığı için 9. ve 10. sınıf ders kitaplarının yetersizliği, sonraki kitapların yeterliliğini de işlevsizleştirmektedir. Ayrıca istisnalar olsa da geliştirici metin ile derinlemesine soru arasında pozitif bir ilişki olduğu saptanmıştır. Geliştirici metinlerin olduğu ünitelerde derinlemesine soruların, etkisiz ve engelleyici metinlerin olduğu ünitelerde ise içeriği anlama sorularının çoğunlukta olduğu görülmüştür.

Makale detayları

Evaluation of Turkish Language and Literature Textbooks in Terms of Critical Thinking

Yazarlar:

Sercan Çelik | Necdet Aykaç

Yayıncı:

Cankiri Karatekin University

Ana Başlıklar:

Edebiyat Sosyolojisi

Dergi:

Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi Vol.11 Issue 2, pp.117-157

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303252

pISSN:

2147-8465

Textbooks

critical thinking

2018 Turkish language and literature curriculum

reading texts

questions about textsDers kitapları

Eleştirel düşünme

2018 Türk Dili ve Edebiyatı Öğretim Programı

Okuma metinleri

Metinlerle ilgili sorular.

Sayı

Makale detayları

Yazarlar: Sercan Çelik | Necdet Aykaç

Yayıncı: Cankiri Karatekin University

Ana Başlıklar: Edebiyat Sosyolojisi

Dergi: Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi Vol.11 Issue 2, pp.117-157

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001303252

pISSN: 2147-8465

Sayı

Yazarlar:

Sercan Çelik | Necdet Aykaç

Yayıncı:

Cankiri Karatekin University

Ana Başlıklar:

Edebiyat Sosyolojisi

Dergi:

Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi Vol.11 Issue 2, pp.117-157

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303252

pISSN:

2147-8465