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Araştırmada Türkiye’de 7. sınıflarda kullanılan bir sosyal bilgiler ders kitabında çağdaş devlet ve milletler ile tarihî devlet ve milletlere bakışın nasıl olduğunun belirlenmesi amaçlanmıştır. Çalışma nitel araştırma modeline dayalı doküman incelemesi tekniğiyle yapılandırılmıştır. Araştırmada tabakalı örneklem tekniğine uygun olarak özel yayınevi kitaplarından rastgele bir tanesi seçilmiştir. Veriler doküman inceleme tekniğine uygun olarak toplanmıştır. Ders kitabı metni baştan sona okunmuştur. Bu aşamada Maxqda 12 programından faydalanılmıştır. Ders kitabının ön okumasında kayıt biriminin kelime, bağlam biriminin cümle olmasına karar verilmiştir. Esas okuma esnasında karşılaşılan her devlet ve millet ismi işaretlenmiş ve kod sistemi altına kaydedilerek kod listesi oluşturulmuştur. Kayıt tutulurken niceliksel kodlama ile yetinilmemiş, her bir kodun içerisinde bulunduğu cümle bağlamına göre pozitif, negatif veya nötr oluşlarına dikkat edilerek niteliksel kodlama da yapılmış ve ilgili kodla birlikte kayıt altına alınmıştır. Veri toplama sürecinde oluşturulan kategorilerin aldığı ağırlıksız puanlar frekans (f) ve yüzde (%) olarak gösterilmiştir. Her kategorinin aldığı yoğunluk puanına ve niteliksel özelliklerine göre sorular cevaplanarak analiz edilmiştir. Araştırmada 46 adet günümüzde isimleri devam eden çağdaş devlet/millet ismi tespit edilmiştir. En fazla kodlanan ilk beş devlet ve millet sırasıyla Türkiye/Türk, Yunanistan/Yunan-Rum, Almanya/Alman, İngiltere/İngiliz ve Rusya/Rus’tur. Ders kitabının çağdaş ülkeleri ele alış tarzı çoğunlukla yansız, nadiren pozitif ve bundan daha az negatiftir. 46 devlet ve milletten sadece 5’inde pozitif söylem kullanılmıştır. Ders kitabında 46 devlet ve milletten 8’inde nadiren negatif söylem kullanılmıştır. En yoğun negatif kullanım sırasıyla Rusya/Rus, Fransa/Fransız, Almanya/Alman, İngiltere/İngiliz, İtalya/İtalyan, Sırbistan/Sırp, Hollanda ve Hırvatistan/Hırvat kategorilerindedir. Ders kitaplarında milletleri şovenliğe sevk eden "Nasyonalizm"in değil herkesin kendi milletini sevmesi ve onu yükseltmek için çalışması anlamına gelen "Patriotisme" benimsendiği anlaşılmıştır. Ders kitabında bugün varlıklarını sürdürmeyen veya ismi değişerek devam eden 10 tarihî devlet ve millet ismi tespit edilmiştir. Bunların içerisinde ismi en fazla geçen devlet ve millet kategorilerinden ilk beşi Eski Türkiye/Eski Türk, Osmanlı Devleti/Osmanlı Türkü, Selçuklu Devletleri/ Selçuklu Türkü, Bizans/Bizanslı, Roma/Romalı, Venedik/Venedikli, Avusturya-Macaristan/Macar’dır. Kodlamaların kısmî çoğunluğu nötr, kısmen pozitif, nadiren negatiftir. Türk kategorisinde kodlamaların çoğunluğu Osmanlı Devleti/Osmanlı Türkü kategorisinde yapılmıştır. Ders kitabında Asya ve Afrika’ya göre çoğunlukla Avrupa ve Avrupalı kavramları geçmektedir. Avrupa sosyal, bilimsel, ekonomik ve kültürel olarak gelişmiş, takip edilen, taklit edilen ve öncü olarak vurgulanmıştır. Asya ve Afrika kıtasında salgın hastalık ve fakirlik sebebiyle olumsuzlanmıştır. Avrupa ise sömürgecilik nedeniyle olumsuzlanmıştır.
In the study, a social information used in the 7th class in Turkey is intended to determine how the view of the contemporary state and nations and historical state and nations is in the curriculum. The work quality is structured by the document examination technique based on the research model. In the study, one of the special publishing books was selected randomly in accordance with the layer sample technique. The data is collected in accordance with the document examination technique. The book is read from the beginning to the end. At this stage, Maxq has taken advantage of 12 programmes. In the preliminary reading of the curriculum, the word of the registration unit was decided to be the phrase of the context unit. The name of each state and nation that is encountered during the basic reading is marked and recorded under the code system and a code list is created. When recording is not satisfied with quantitative coding, according to the phrase context in each code, the positive, negative or neutral forms are observed and the quality coding is also done and recorded with the corresponding code. The unweight points obtained by the categories created in the data collection process are shown as frequency (f) and percentage (%) . According to the intensity score received by each category and its qualitative characteristics, the questions were analyzed by answering. The study identified 46 state/nation names that are currently in existence. The top five coded states and nations are, respectively, Turkey/Turkey, Greece/Greece-Rum, Germany/Germany, Britain/England and Russia/Russia. The style of dealing with the contemporary countries of the curriculum is often reflectless, rarely positive and less negative than that. Only five of the 46 states and nations have used positive speeches. The lesson has rarely used negative speeches in 46 states and nations. The most intense negative use is in the categories Russia/Russia, France/France, Germany/Germany, Britain/England, Italy/Italy, Serbia/Serbia, the Netherlands and Croatia/Croatia respectively. It is understood that in the lessons it is adopted "Patriotism" which means not "Nationalism" which sends the nations to shoveness, but "Patriotism" which means that everyone loves and works to raise its own nation. The teaching book identifies the 10 historical states and nations that are not presently existing or continuing by changing their name. The first five of the state and national categories that have most passed the name are the Old Turkey/Old Turkey, the Ottoman State/Ottoman Turkey, the Selçuklu States/Selçuklu Turkey, the Byzantine/Byzantine, the Roman/Romanian, the Venetian/Venetian, the Austrian-Hungary/Hungary. The majority of codes are partially neutral, partially positive, and rarely negative. The majority of codes in the Turkish category are made in the Ottoman State/Ottoman Turkish category. In the curriculum, Asia and Africa are mostly passed through European and European concepts. Europe has been socially, scientifically, economically and culturally developed, followed, imitated and emphasized as a leader. In Asia and Africa, the epidemic has been negatively damaged due to disease and poverty. Europe has become negative because of its colonialism.
This study aims to detect the perspectives towards contemporary and historical states and nations in a social studies coursebook used in the 7th grade in Turkey. The study was structured by a document review technique based on a qualitative research model. A random sample was selected from private publishing books in accordance with the stratified sampling technique in the study. The data were collected through document review technique. The whole coursebook was read from the beginning to the end. Maxqda 12 program was used for this purpose. In the preliminary reading of the coursebook, it was decided to use words as register unit and sentences as context unit. Every state and nation name encountered during the main reading process was marked and recorded under a code system; a final code list was formed. Quantitative coding was not satisfactory and thus qualitative coding was also performed by paying attention to positive, negative or neutral forms of each code within the related sentence context and recording was performed under the related code. The unweighted scores of the categories generated in the data collection process are presented as frequency (f) and percentage (%). The questions were answered and analyzed according to the density score and qualitative characteristics of each category. 46 contemporary state / nation names were identified in the study. The first five most coded states and nations were Turkey/Turkish, Greece/Greek-Cypriots, Germany/German, England/English and Russia/Russian, respectively. The perspective of the coursebook towards the contemporary countries were found mostly neutral; rarely positive, and less negative. Positive discourse was used only for 5 out of 46 states and nations. In the coursebook, a negative discourse was rarely used for 8 out of 46 states and nation. Negative discourse was most commonly used in the categories of Russia/Russian, France/French, Germany/German, England/English, Italy/Italian, Serbia/Serbian, Netherlands and Croatia/Croatian, respectively. It was found that "Patriotism" was adopted, which means that everybody loves their nation and works to raise it, rather than "Nationalism" which drives nations to chauvinism in the coursebooks. A total of 10 historical states and nations that have not continued their existence today or whose names have changed were determined in the coursebook. The first five most mentioned of these states and nations were Old Turkey/Old Turkish, Ottoman Empire/Ottoman Turk, Seljuk States/Seljuk Turks, Byzantine Empire/Byzantine, Roman Empire/ Roman, Republic of Venice/Venice, Austria-Hungary/Hungarian. The partial majority of the codes were neutral, partially positive, and rarely negative. In the Turkish category, the majority of the codings were made in the Ottoman State/Ottoman Turk category. In the coursebook, mostly Europe and European concepts were mentioned compared to Asia and Africa. Europe was emphasized to be socially, scientifically, economically and culturally developed, followed, imitated and pioneered. Asia and Africa were negated due to epidemics and poverty. Europe was negated by colonialism.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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