Feride Ersoy
Burdur Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği ABD Dr. Öğr. Üyesi Çalışma Alanları: Sosyal Bilgiler, Değerler Eğitimi, Karakter Eğitimi, Program Geliştirme, Ölçek Geliştirme, Ahlak, Etik, Ahlaki Kimlik.
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Bu çalışmanın amacı sosyal bilgiler ders kitaplarında yer alan coğrafi öğelerin yerel ve küresel bağlamda incelenmesidir. Çalışma nitel araştırma kapsamında doküman analizine uygun tasarlanmıştır. Çalışmada 5., 6., 7., sınıf sosyal bilgiler ders kitapları incelenmiştir. Verilerin analizinde doküman analizine uygun süreçler ve betimsel analiz teknikleri kullanılmıştır. Verilerin frekans ve yüzdeleri alınarak betimsel istatistikler ve doğrudan alıntılar sunulmuştur. Çalışma sonucunda sosyal bilgiler ders kitaplarında yerel ve küresel bağlamı içinde yer alan doğal coğrafi öğeler arasında yer hareketleri, yüzey şekilleri, iklim, bitki, toprak, su, doğal afetler, doğal miraslar, harita temalarına ulaşılmıştır. Ders kitaplarının içeriğinde yerel ve küresel bağlamda yer alan beşeri coğrafi öğeler arasında; nüfus, yerleşme, göç, tarım, hayvancılık, sanayi, ticaret, ulaşım, enerji, kültür, turizm, meslek, diğer ekonomik faaliyetler, çevre sorunları, devlet, mücadele, hak, sorumluluk ve özgürlükler, kurumlar ve kuruluşlar gibi öğeler tespit edilmiştir. Ders kitaplarında doğal kaynakların bilinçli kullanımına ve çevre sorunlarının ulusal ve uluslararası etkilerine yönelik içeriğin zenginleştirilmesi önerilmiştir.
Anahtar Kelimeler: Ders Kitabı, Sosyal Bilgiler, Coğrafi Öğeler, Yerel
Abstract
The aim of this study is to examine the geographical elements in social studies textbooks in a local and global context. The study was designed in accordance with the document analysis pattern of the qualitative research approach. In the study, 5th, 6th, and 7th grade social studies textbooks were examined. Document analysis and descriptive analysis techniques
were used in data analysis. Descriptive statistics and direct quotations are presented by taking the frequencies and percentages of the findings. As a result of the study, ground movements, landforms, climate, vegetation, soil, water, natural disasters, natural heritages, and map themes were identified among the natural geographical elements in the local and global context in social studies textbooks. Among the human geographical elements in the local and global context of the textbooks; human geographical elements such as population, settlement, migration, agriculture, livestock, industry, trade, transportation, energy, culture, tourism, profession, other economic activities, environmental problems, state, struggle, rights, responsibilities, and freedoms, institutions, and organizations have been determined. It is suggested to enrich the content of the textbooks with information on the conscious use of natural resources and the national and international
effects of environmental problems.
Keywords: Textbook, Social Studies, Geographical Elements, Local
coverage. Document analysis was the preferred methodology of data
collection. The data was gathered from 5th, 6th, and 7th grade middle school
textbooks, identified via random sampling. The Media Concept and Related
Concepts Textbook Review Form, developed by the researcher, was utilized
during the data collection process. Researcher triangulation was applied
during the analysis phase. The media-related textbook content was
encapsulated within the following five themes: Media elements, media
effects, media functions, media literacy, and media ethics. Findings for the
media elements were categorized into media development, media tools,
media types, media institutions, and media workers. Another major theme
emerging from the analysis of the textbook content was media effects, which contained both positive and negative dimensions related to the impacts of media. Media functions constituted another media content theme emerging from the textbook analysis. This theme encompassed the media functions of transmission, speed, and ease of processing, communication and communication tools, education, and digital content. The media literacy theme encompassed findings categorized into thematic concepts, basic skills, and consciousness-raising. The final main theme emerging from the textbookanalysis was media ethics. This theme included findings associated with controllable and regulable activities and ethical rights.