Özet:

Consumers have many rights and responsibilities in the consumption process. Consumers need to be aware of these rights and responsibilities and to act accordingly. In this context, conscious consumer education is provided to educate conscious consumers within the Turkish educational system. Consumer education covers training programs and practices prepared to educate individuals as a conscious consumer. In the course of social information classes that play an effective role in educating conscious consumers comes. The specific objectives and achievements of the 2017 Social Information Course Curriculum clearly demonstrate this effective role. The fourth. The skill of responsibility in the classroom, along with the knowledge of conscious consumer behavior, has been emphasized qualities such as creating a own budget, understanding the balance of income and expenditure, not spending resources, efficient use and saving. The goal of the 5th class is to enable the individual to exercise their rights as a conscious consumer, developing new ideas based on production, distribution and consumption. Conscious consumer issues are more intensely included in Classes 4 and 5, while Classes 6 and 7 addressed limited issues such as taxation, conscious use of resources, e-commerce. Many studies in the field of education have addressed consumer, consumer rights and conscious consumer education. But it has been found that social information is only a study that studies the lessons from the point of view of conscious consumption. In fact, social information curricula was updated in 2017 and new curricula books were printed in 2018. For this reason, the purpose of the research is to explore how the conscious consumer issues of the 4-5. class are included in the social information curricula. In this study, the method of document examination was used. The data sources of this study consist of 4th class and 5th class social information curriculum books taught in the 2018-2019 educational year. The fourth and fifth classes of social information have only been included in the study, as conscious consumption issues are emphasized in the lessons. The research has studied conscious consumer issues and identified the most commonly used concepts. It also included photos taken from books to show how the concepts find place in the lesson books. The research results show that conscious consumer issues find a broader place in the 4th class curriculum and are supported by concrete activities. In the 5th class lesson, some of the topics and concepts taught in the 4th class were discussed by the principle of inclusion and some of the new topics were included.

Özet:

Consumers have many rights and responsibilities during the consumption process. It is needed to raise their awareness in order for consumers to know their rights and responsibilities and act accordingly. In this context, conscious consumerism education is provided with the aim of bringing up consumers within the Turkish education system. Consumer education includes training programs and practices designed to educate individuals as a conscious consumer. Social studies lessons are one of the most important courses in raising conscious consumers. The specific objectives and achievements of the 2017 Social Studies Curriculum clearly show this effective role. In the 4th grade, the following skills are emphasized together with the skill of responsibility: exhibiting conscious consumer behavior, creating his or her own budget, understanding the income-expense balance, not wasting resources, use effectively and save money. In the 5th grade, it is aimed that the individual uses his or her rights as a conscious consumer and develops new ideas based on production, distribution, and consumption. While conscious consumerism issues are more intense in 4th and 5th grades, limited subjects such as tax, conscious resource use, and e-commerce were discussed in 6th and 7th grades. In many studies in the field of education, consumer, consumer rights and conscious consumer education topics are discussed. However, it has been determined that there was only one study examining the social studies textbooks with regard to conscious consumerism. As a matter of fact, social studies teaching programs were updated in 2017 and new textbooks were published in 2018. For this reason, the aim of the study is to examine how conscious consumerism issues are included in social studies textbooks 4th-5th grades . In this study, the document analysis method was used. The data sources of this study are 4th grade and 5th-grade social studies textbooks, which were taught in the 2018-2019 academic year. As the conscious consumerism is more focused on 4th and 5th-grade social studies textbooks, only these two books are included in the review. In the study, conscious consumerism topics were examined and the most commonly used concepts were determined. Frequencies were used to highlight the most commonly used concepts. In addition, the photographs taken from the books are used to prove how the concepts have been included in the textbooks. The study results show that in the 4th-grade textbook, conscious consumerism is covered in more detail and supported by concrete activities. In the 5th grade textbook, it has been seen that some of the subjects and concepts taught in the 4th grade were extended by the principle of helicity and some new subjects were included

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