Abstract:

The aim of the study is to investigate classroom teachers’ opinions regarding Life Studies Textbooks designed on the basis of 1998 and 2004 Primary Programs. Semi-structured interviews were conducted with classroom teachers (n= 54), 30 of whom were female teachers and the rest 24 were male teachers. The content analysis method was used to sort, categorize and find the patterns in verbal data gathered via interviews. This was followed by quantifying the categories and sub-categories obtained. The findings of the study indicated that majority classroom teachers took part in the research expressed positive viewpoints concerning the change in Life Studies textbooks. Teachers’ opinions regarding the change in the presentation of knowledge in the new textbooks were also examined. They highlighted both positive and negative features concerning this issue. They thought that the previous textbooks “necessitated memorization”, “were included and imposed certain values/explanations”, “included certain definitions/descriptions”. According to these teachers; the new textbooks “enable students to construct their own knowledge”, “are student-centered”, “thought-provoking’. Some of the criticisms toward the new textbooks can be stated as; “the previous textbooks included satisfactory content”, the new textbooks “do not include satisfactory knowledge”, “do not suitable for overcrowded classrooms”, “involving activities that require technological sources which can not be found easily”. According to this group of teachers, these handicaps render teaching to be teacher-centered. Key words: Life studies, textbooks, constructivism

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