Publication: Bilginin sunumu boyutunda 1981 ve 2006 yılı inkılâp tarihi programları'na göre hazırlanmış ders kitaplarına bakmak* **
Abstract
Bu araştırmada 1981 ve 2006 Türkiye Cumhuriyeti İnkılâp Tarihi ve Atatürkçülük (İNTAR) 8. Sınıf Programlarına göre hazırlanmış ders kitaplarının bilginin sunumu boyutunda karşılaştırılması amaçlanmıştır. Araştırma nitel bir araştırma olup ders kitaplarının karşılaştırılması sürecinde doküman analizi ve öğretmenlerin ders kitapları ile ilgili görüşlerini almak için yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Elde edilen veriler içerik analizine tabi tutulmuştur. Bu araştırmada beş ayrı ders kitabı incelenmiş, 24 öğretmen ile de görüşme gerçekleştirilmiştir. Doküman incelemesinin sonucuna göre; 1981 Programına uygun hazırlanmış olan ders kitaplarında bilgi verici metin sayısının fazlalığı, kanıt temelli metin sayısının azlığı dikkati çekmiştir. Buna karşın 2006 Programına göre hazırlanmış olan ders kitaplarında ise, bilgi verici metin sayılarının yok denecek kadar azaldığı, yazılı ve görsel kanıt temelli metinlerin arttığı, süreci yönlendirici sorularla metinlerin desteklendiği saptanmıştır. Yapılan görüşmelerde 1981 Programına göre hazırlanmış olan ders kitaplarında bilginin sunumu hakkında 78i olumsuz, 16 olumlu görüş öğretmenlerce belirtilmiştir. 2006 Programına göre hazırlanmış olan ders kitaplarında bilginin sunumu hakkında 40ı olumsuz, 127 olumlu görüş öğretmenlerce belirtilmiştir.
In this research, the history of Turkish Revolution and Atatürkism textbooks used in the grade 8 which were written in the light of 1981 and 2006 curriculum principles were compared according to the differences in the way to present knowledge. The study designed based on the qualitative research orientation. Document analysis was adopted in the comparison of textbooks and semi-structured interview also aimed to explore the teachers views about the textbooks that they use in their teaching process. Content analysis method was conducted for examining the data gathered from documents analysis and interviews. In this research, five textbooks were examined and 24 history teachers were also interviewed. Document analysis underlines that the textbooks which were written in the light of 1981 curricula included a number of informative excerpts which presents direct information. However, on the contrary, the textbooks which were written in the light of 2006 curricula included visual and written sources in their pages. The analysis of interview also indicated that while teachers pointed out 78 negative and 16 positive viewpoints about the presentation of information of the textbooks written on the basis of 1981 curricula, 40 negative and 127 positive viewpoints were raised about the textbooks written on the basis of 2006 curricula.
In this research, the history of Turkish Revolution and Atatürkism textbooks used in the grade 8 which were written in the light of 1981 and 2006 curriculum principles were compared according to the differences in the way to present knowledge. The study designed based on the qualitative research orientation. Document analysis was adopted in the comparison of textbooks and semi-structured interview also aimed to explore the teachers views about the textbooks that they use in their teaching process. Content analysis method was conducted for examining the data gathered from documents analysis and interviews. In this research, five textbooks were examined and 24 history teachers were also interviewed. Document analysis underlines that the textbooks which were written in the light of 1981 curricula included a number of informative excerpts which presents direct information. However, on the contrary, the textbooks which were written in the light of 2006 curricula included visual and written sources in their pages. The analysis of interview also indicated that while teachers pointed out 78 negative and 16 positive viewpoints about the presentation of information of the textbooks written on the basis of 1981 curricula, 40 negative and 127 positive viewpoints were raised about the textbooks written on the basis of 2006 curricula.