Examining the values in textbooks developed according to the Türkiye Century Education Model from the perspective of developmental periods

Barış Suluk; Oğuzhan Yıldırım

Makale detayları

Examining the values in textbooks developed according to the Türkiye Century Education Model from the perspective of developmental periods

Yazarlar:

Barış Suluk | Oğuzhan Yıldırım

Yayıncı:

Kocaeli University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Değerler Eğitimi | Eğitimin Psikolojik Temelleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.157-177

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349108

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 Values can be defined as phenomena that affect, develop and direct the behavior of individuals. The Education Model has an understanding that attaches importance to values education. The aim of the current research is to examine the values in the textbooks created in the Education Model in terms of the development periods of the students. This study aims to examine the values in textbooks created in the new educational paradigm of the century in terms of students developmental periods. The textbooks included in the study were Science of Life and Turkish at the primary level, Social Studies and Turkish at the secondary level, and History and Turkish Language and Literature at the high school level. A total of 12 textbooks were subjected to descriptive analysis. As a result of the analysis, four categories i.e., common values, peaceful person, peaceful family and society, liveable environment were obtained. The themes related to these categories are listed as follows: Values of respect, justice and responsibility common values, love, friendship, patriotism, helpfulness, honesty, family integrity and freedom peaceful family and society,patience, savings, diligence, modesty, privacy and healthy life peaceful person, and sensitivity, compassion, aesthetics and cleanliness liveable environment. According to the results of the study, the common values for each developmental stage were respect, justice and responsibility. The most common values in primary school were cleanliness, patriotism and family integrity, while the least common values were patience, thrift and honesty. The most common values in secondary education were helpfulness, healthy lifestyle and patriotism. During this period, the values of patience, honesty and modesty became less important. Finally, in high school, the values of patriotism, aesthetics and love were more important, while the values of honesty, compassion and privacy were less important. In general, it was concluded that the values were prepared appropriately and adequately in terms of developmental periods. However, suggestions were developed for the officials to include more of some values that were considered inadequate for student developmental periods in the textbooks.

 Values can be defined as phenomena that affect, develop and direct the behavior of individuals. The Education Model has an understanding that attaches importance to values education. The aim of the current research is to examine the values in the textbooks created in the Education Model in terms of the development periods of the students. This study aims to examine the values in textbooks created in the new educational paradigm of the century in terms of students developmental periods. The textbooks included in the study were Science of Life and Turkish at the primary level, Social Studies and Turkish at the secondary level, and History and Turkish Language and Literature at the high school level. A total of 12 textbooks were subjected to descriptive analysis. As a result of the analysis, four categories i.e., common values, peaceful person, peaceful family and society, liveable environment were obtained. The themes related to these categories are listed as follows: Values of respect, justice and responsibility common values, love, friendship, patriotism, helpfulness, honesty, family integrity and freedom peaceful family and society,patience, savings, diligence, modesty, privacy and healthy life peaceful person, and sensitivity, compassion, aesthetics and cleanliness liveable environment. According to the results of the study, the common values for each developmental stage were respect, justice and responsibility. The most common values in primary school were cleanliness, patriotism and family integrity, while the least common values were patience, thrift and honesty. The most common values in secondary education were helpfulness, healthy lifestyle and patriotism. During this period, the values of patience, honesty and modesty became less important. Finally, in high school, the values of patriotism, aesthetics and love were more important, while the values of honesty, compassion and privacy were less important. In general, it was concluded that the values were prepared appropriately and adequately in terms of developmental periods. However, suggestions were developed for the officials to include more of some values that were considered inadequate for student developmental periods in the textbooks.

 Values can be defined as phenomena that affect, develop and direct the behavior of individuals. The Education Model has an understanding that attaches importance to values education. The aim of the current research is to examine the values in the textbooks created in the Education Model in terms of the development periods of the students. This study aims to examine the values in textbooks created in the new educational paradigm of the century in terms of students developmental periods. The textbooks included in the study were Science of Life and Turkish at the primary level, Social Studies and Turkish at the secondary level, and History and Turkish Language and Literature at the high school level. A total of 12 textbooks were subjected to descriptive analysis. As a result of the analysis, four categories i.e., common values, peaceful person, peaceful family and society, liveable environment were obtained. The themes related to these categories are listed as follows: Values of respect, justice and responsibility common values, love, friendship, patriotism, helpfulness, honesty, family integrity and freedom peaceful family and society,patience, savings, diligence, modesty, privacy and healthy life peaceful person, and sensitivity, compassion, aesthetics and cleanliness liveable environment. According to the results of the study, the common values for each developmental stage were respect, justice and responsibility. The most common values in primary school were cleanliness, patriotism and family integrity, while the least common values were patience, thrift and honesty. The most common values in secondary education were helpfulness, healthy lifestyle and patriotism. During this period, the values of patience, honesty and modesty became less important. Finally, in high school, the values of patriotism, aesthetics and love were more important, while the values of honesty, compassion and privacy were less important. In general, it was concluded that the values were prepared appropriately and adequately in terms of developmental periods. However, suggestions were developed for the officials to include more of some values that were considered inadequate for student developmental periods in the textbooks.

 Değerler bireyin davranışlarını etkileyen, geliştiren ve yönlendiren olgulardır. Maarif Modeli, değerler eğitimini ön plana alan bir anlayışa sahiptir. Mevcut araştırmada, Maarif Modelinde oluşturulan ders kitaplarındaki değerlerin öğrencilerin gelişim dönemleri açısından incelenmesi amaçlanmıştır. İlkokul düzeyinde Hayat Bilgisi ve Türkçe, ortaokul düzeyinde Sosyal Bilgiler ve Türkçe, lise düzeyinde ise Tarih ve Türk Dili ve Edebiyatı ders kitapları araştırmaya dâhil edilmiştir. Bu bağlamda toplam 12 ders kitabı betimsel analize tabii tutulmuştur. Analiz sonucunda dört kategoriye ortak değerler, huzurlu insan, huzurlu aile ve toplum, yaşanabilir çevre ulaşılmıştır. Bu kategorilere ilişkin temalar ise şu şekilde sıralanmıştır: Saygı, adalet ve sorumluluk değerleri ortak değerler, sevgi, dostluk, vatanseverlik, yardımseverlik, dürüstlük, aile bütünlüğü ve özgürlük huzurlu aile ve toplum, sabır, tasarruf, çalışkanlık, mütevazılık, mahremiyet,sağlıklı yaşam huzurlu insan ve duyarlılık, merhamet, estetik ve temizlik yaşanabilir çevre. Araştırmanın sonuçlarına göre her gelişim dönemi için ortak değerler saygı, adalet ve sorumluluk olarak çıkmıştır. İlkokul döneminde en sık rastlanan değerler temizlik, vatanseverlik, aile bütünlüğü şeklinde sıralanırken en az rastlanan değerlerin sabır, tasarruf ve dürüstlük olduğu tespit edilmiştir. Ortaokul döneminde en fazla yer alan değerler ise yardımseverlik, sağlıklı yaşam, vatanseverlik olarak saptanmıştır. Bu dönemde sabır, dürüstlük ve mütevazılık değerlerine ise daha az yer verilmiştir. Son olarak, lise döneminde vatanseverlik, estetik, sevgi değerlerine çok sık yer verilirken, dürüstlük, merhamet ve mahremiyet değerleri az sayıda bulunmuştur. Genel olarak değerlerin çocukluk, ön ergenlik ve ergenlik dönemleri açısından uygun ve yeterli şekilde hazırlandığı sonucuna ulaşılmıştır. Bununla beraber gelişim dönemleri için yetersiz olduğu düşünülen bazı değerlerin ders kitaplarında daha fazla yer alması için ilgililere önerilerde bulunulmuştur.

Makale detayları

Examining the values in textbooks developed according to the Türkiye Century Education Model from the perspective of developmental periods

Yazarlar:

Barış Suluk | Oğuzhan Yıldırım

Yayıncı:

Kocaeli University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Değerler Eğitimi | Eğitimin Psikolojik Temelleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.157-177

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349108

pISSN:

2636-8846

values education

education model

development periods

childhood

adolescencedeğerler eğitimi

maarif model

gelişim dönemleri

çocukluk

ergenlik

Sayı

Makale detayları

Yazarlar: Barış Suluk | Oğuzhan Yıldırım

Yayıncı: Kocaeli University

Ana Başlıklar: Eğitimde Program Değerlendirme | Değerler Eğitimi | Eğitimin Psikolojik Temelleri

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.157-177

Belge Tipi: Makale

Yayın Tarihi: 5/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001349108

pISSN: 2636-8846

Sayı

Yazarlar:

Barış Suluk | Oğuzhan Yıldırım

Yayıncı:

Kocaeli University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Değerler Eğitimi | Eğitimin Psikolojik Temelleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.157-177

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349108

pISSN:

2636-8846