HAYEF: Journal of Education
RESEARCH ARTICLE

Reflection of Turkish Qualifications Framework to Social Studies Textbooks

1.

Department of Classroom Education, İstanbul University-Cerrahpaşa, Hasan Ali Yücel Faculty of Education, İstanbul, Turkey

2.

Department of Classroom Teaching, İstanbul University-Cerrahpaşa, Graduate School of Education, İstanbul, Turkey

HAYEF: Journal of Education 2021; 18: 444-468
DOI: 10.5152/hayef.2021.21018
Read: 126 Downloads: 61 Published: 29 September 2021

In the present research, the reflection of the Turkish Qualification Framework within “social and civic competencies” and “cultural awareness and expression” in Social Studies textbooks in the context of the achievements included in the 2018 Social Studies curriculum was examined. In the research, which was designed according to the qualitative method, document analysis was carried out. The data of the research were obtained from the fourth, fifth, sixth, and seventh grade Social Studies textbooks used in schools in the 2020–2021 academic year accepted by the Ministry of National Education. The textbooks were accessed digitally. Descriptive analysis was used to analyze the data obtained in the study. By reading the textbooks in detail, the seven learning areas specified in the 2018 Social Studies Curriculum were examined separately according to each grade level, and an evaluation on the reflection of the relevant competency areas in the Social Studies textbooks was tried to conduct. According to the results obtained, it has been observed that social and civic competencies are distributed unevenly to the learning areas in the Social Studies textbooks. When the distribution of “cultural awareness and expression” in the Social Studies textbooks is examined, which is another competence area covered in the research, it is seen that this competence area is included rarely in the textbooks.

Cite this article as: Şimşek, A., & Seçgin, M. G. (2021). Reflection of Turkish qualifications framework to social studies textbooks. HAYEF: Journal of Education, 18(3): 444-468.

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