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Fen Bilimleri Ders Kitaplarındaki Okuma Metinleri Değerler Eğitimine Katkı Sağlar mı?

Year 2024, Volume: 21 Issue: 1, 256 - 280, 24.04.2024

Fatma Coştu

https://doi.org/10.33711/yyuefd.1354045

Abstract

Değerler eğitimi, öğrencilere çeşitli insani değerleri kapsamlı bir şekilde aktaran bir karakter eğitimi biçimini ifade eder. Ortaokul düzeyinde ders kitapları aracılığıyla öğrencilere toplum tarafından benimsenen değerlerin kazandırılması büyük önem taşımaktadır. Dolayısıyla bu çalışma, 2018 yılında uygulamaya konulan Fen Bilimleri Dersi Öğretim Programı ile uyumlu fen bilimleri ders kitaplarında yer alan okuma metinlerinin (veya okuma parçalarının) Milli Eğitim Bakanlığı tarafından benimsenen on kök değeri ne ölçüde ele aldığını değerlendirmeyi amaçlamaktadır. Araştırmada nitel bir araştırma yaklaşımı olan doküman analizi yöntemi kullanılmıştır. Çalışma kapsamında 5, 6, 7 ve 8. sınıf düzeyinde okutulan dört fen bilimleri ders kitabı analiz edilmiştir. Veriler içerik analizine tabi tutulmuş ve elde edilen bulgular, dört fen ders kitabındaki okuma metinlerinin on kök değeri kısmen içerdiğini ortaya koymuştur. Bu çalışmanın sonuçları, fen bilgisi ders kitaplarının soyut bir ders olmasına rağmen on kök değerin tamamına olmasa da büyük çoğunluğuna vurgu yaptığını göstermiştir. Bu sonuç, dersin türü ve içeriğinin değerler eğitimini vermede engel olmadığının önemli bir göstergesidir. Çalışmanın sonunda, on kök değerin öğrencilere kazandırılması için bazı önerilerde bulunulmuştur.

Keywords

Değerler eğitimi fen eğitimi fen ders kitapları okuma metinleri kök değerler

Ethical Statement

Since the research presented here involves a document analysis of existing four science textbooks used in middle schools, it falls under the category of exempt research, and therefore, ethics committee approval was not required.

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Do Reading Texts in Science Textbooks Contribute to Values Education?

Year 2024, Volume: 21 Issue: 1, 256 - 280, 24.04.2024

Fatma Coştu

https://doi.org/10.33711/yyuefd.1354045

Abstract

Values education refers to a form of character education that comprehensively imparts various human values to students. It holds great significance to instill in students the values embraced by society through textbooks at the middle school level. Hence, this study aims to assess the extent to which reading texts (or reading passages) in science textbooks, aligned with the Turkish Science Curriculum implemented in 2018, address the ten root values adopted by the Ministry of National Education. The research employs the document analysis method, a qualitative research approach. Four science textbooks taught at the 5th, 6th, 7th, and 8th grade levels were analyzed within the study. The data were subjected to content analysis, and the findings reveal that the reading texts in the four science textbooks partially incorporate the ten root values. The results of this study demonstrated that despite being abstract course, science textbooks emphasize the majority of the ten root values, albeit not all of them extensively. This finding is a significant indication that the type and content of the course do not hinder to boost values education. At the end of the study, a few suggestions were made to ensure that the ten root values are acquired by students.

Keywords

Values education science education science textbooks reading texts root values

References

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  • Aktepe, V., Keser, H. & Şeref, Ş. E. (2020). The Assessment of Values Education Activities According to the Primary School Teachers’ Opinions. Afyon Kocatepe University Journal of Social Sciences, 22(4), 897-918. https://doi.org/10.32709/akusosbil.781857
  • Akyol, Ş. (2010). The study of affection theme in terms of moral education that joins in 6th grade Turkish course books [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Aneja, N. (2014). The importance of value education in the present education system & role of teacher. International Journal of Social Science and Humanities Research, 2(3), 230-233. https://www.researchpublish.com/papers/the-importance-of-value-education-in-the-present-education-system--role-of-teacher
  • Aydın, H. (2019). Examination of geography coursebooks in terms of values education approaches and opinions of geography teachers about values education [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Aydoğdu, M. & Kesercioğlu, T. (Ed.). (2005). Science and technology teaching in primary education. Anı.
  • Başar, T., & Demiral, Ü. (2019). Comparison of 2013, 2017 and 2018 science curricula. Journal of Uludag University Faculty of Education, 33(1), 261-292. https://doi.org/10.19171/uefad.600882
  • Başcı, Z. (2012). An investigation into value education in the grade five social sciences course according to teachers? views (sample of Erzurum) [Unpublished PhD thesis]. Atatürk University.
  • Board of Education [BoE]. (2017). On our efforts to renew and change the curriculum. Ankara: Directorate General for Support Services.
  • Çelikkaya, T., Başarmak, U., Filoğlu, S., & Şahin, B. (2014). Teacher–parents’ relations in the efficiency of the value education. Procedia-Social and Behavioral Sciences, 116, 1106-1113. https://doi.org/10.1016/j.sbspro.2014.01.353
  • Çepni, S. (2019). Science and technology teaching (from theory to practice) (19th Edition). Pegem A.
  • Çetinbaş, E. (2015). Examining the competencies of primary school teachers toward values education [Unpublished master thesis]. Akdeniz University.
  • Coştu, F. (2022a, December 26-27). Examination of textbooks in the context of values education [Paper presentation]. IX. Yıldız International Social Sciences Congress, İstanbul, Türkiye. https://sbe.yildiz.edu.tr/page/Congress--Publications/SOCIAL-SCIENCES-CONGRESS/355
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  • Coştu, F. (2022c, December 17-18). Examination of science books at primary school level in the context of values education [Paper presentation]. Karadeniz 11th International Conference on Social Sciences, Rize, Türkiye. https://www.karadenizkongresi.org/
  • Darmana, A., Jasmidi, J., Nasution, H. A., Fadillah, M., & Nasution, N. K. (2022). Moral lessons from the Dalton atomic theory in chemistry value education course. In AIP Conference Proceedings (Vol. 2659, No. 1). AIP Publishing. https://doi.org/10.1063/5.0122020
  • DeCastro-Ambrosetti, D., & Cho, G. (2005). Do parents value education? Teachers' perceptions of minority parents. Multicultural Education, 13(2), 44-46. https://files.eric.ed.gov/fulltext/EJ759621.pdf
  • Derse, G. E. (2019). Examination of the texts in 6th grade Turkish coursebooks in terms of values education and evaluation in context of teachers’ opinions [Unpublished master thesis]. Van Yüzüncü Yıl University.
  • Deveci, H. & Ay, S. T. (2009). Values in daily life according to diaries of primary school students. The Journal of International Social Research, 2(6), 167-181. https://www.okuloncesi.net/upload/dosyalar/20111113/2321/deveci_ay.pdf
  • Deveci, İ. (2018). Comparison of 2013 and 2018 Science Curricula in Terms of Basic Elements in Turkey . Mersin University Journal of the Faculty of Education, 14(2), 799-825. https://doi.org/10.17860/mersinefd.342260
  • Dilek, A. (2017). Analyzing the values in Feridun Oral's books. Journal of Values Education, 15(33), 61-86. https://dergipark.org.tr/en/pub/ded/issue/37195/430378
  • Ecerkale, N. (2019). The review of the texts in the context of the values in “Turkish Course book for seventh and eighth grade” published by the Ministry of National Education [Unpublished master thesis]. Fırat University.
  • Eker, C. & Ünlü, S. (2020). An examination of Religious Culture and Moral Knowledge course book for inclusion of root values. The Journal of International Education Science, 25(7), 71-88. http://dx.doi.org/10.29228/INESJOURNAL.47190
  • Erikson, E. H. (1968). Identity youth and crisis. Norton.
  • Güçlü, H. (2019). Evaluation of textbooks of social studies in terms of values education [Unpublished master thesis]. Recep Tayyip Erdoğan University.
  • Güvenç, B. (1970). An essay on the problem of holism in cultural theory. Hacettepe.
  • Herdem, K., & Çinici, A. (2021). Effect of values education activities integrated science subjects on students’ value development. Journal of Interdisciplinary Educational Research, 5(10), 114-138. https://dergipark.org.tr/en/pub/jier/issue/67379/993338
  • Kan, Ç. (2010). Social studies and values education. Milli Egitim, 40(187), 138-145. https://dergipark.org.tr/en/pub/milliegitim/issue/36197/407034
  • Kanagatova, A. (2018). Investigating the texts in Turkish, Kazakh literature, Russian language and literature course books lectured in the 5th grade in Turkey and Kazakhstan in terms of values [Unpublished master thesis]. Erzincan Binali Yıldırım University.
  • Karaduman, H., Köse, T. Ç., & Eryilmaz, Ö. (2017). Values in social media from the viewpoint of social studies teacher candidates. Turkish Online Journal of Qualitative Inquiry, 8(2), 250-271. https://doi.org/10.17569/tojqi.266028
  • Karaer, H. & Karaer, F. (2019). Opinions of chemistry teacher candidates about the values and values education in the reading piece named Aziz Sancar’s success. Journal of Values Education, 17(37), 290-316. https://doi.org/10.34234/ded.521617
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There are 80 citations in total.

Details

Primary Language English
Subjects Science Education
Journal Section Articles
Authors

Fatma Coştu 0000-0002-7101-6267

Early Pub Date April 20, 2024
Publication Date April 24, 2024
Published in Issue Year 2024 Volume: 21 Issue: 1

Cite

APA Coştu, F. (2024). Do Reading Texts in Science Textbooks Contribute to Values Education?. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 256-280. https://doi.org/10.33711/yyuefd.1354045
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