Özet:

This study aims to compare and evaluate the textbooks in Turkey and Iran in terms of principles of visual design. This paper, in which descriptive analysis approach was chosen among the descriptive research methods, investigates documents. Data sources of the research consist of Maths, Social Sciences and Science textbooks for the 3rd grade of primary schools published by the Ministry of Education in Turkey, and Maths, Social Sciences and Empirical Studies textbooks for the 3rd grade of primary schools prepared by the Department of Curriculum Development and Writing in Iran. In the selection of textbooks, criterion sampling method was used. Criterion conditions are as follows: the textbooks have to be published by state institutions, they have to cover similar courses (contents) and grades, they have to be at the level of the 3rd grade of primary schools, in which visuals are heavily used. In this study, design of the visual elements, page design and cover design were determined as themes and categories for the visual design of textbooks. “Theme” was determined as the unit of analysis. Data collected through the examination of the documents were analysed thematically and categorically. To ensure the reliability of the study, documents were analysed by two researchers and the agreement between the two researchers was taken into consideration. The visual elements category in the textbooks were investigated under two separate titles: illustration and photography. Research results are as follows: In terms of compatibility with design principles, illustrations of textbooks in Iran are more compatible compared to the illustrations of the textbooks in Turkey. Photography is used more than illustrations in textbooks in Iran. The textbooks in Iran were found to be more successful in terms of the design of the visual elements and cover design whereas two of the textbooks in Turkey were found to be more successful in page design.

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