Abstract:

The purpose of this research is to study the Turkish and Social Information curricula books where social sensitivity is the topics that will be acquired and to determine how the subject of social sensitivity is included in these books. One of the sources where students are most interacting in primary schools is the course books, and the course books are chosen to be studied within the research framework. The National Education Ministry used in the 2019-2020 academic year of primary school fourth-class Turkish and Social Information curricula studies in which the status of social sensitivity is assessed, the research has used the document review of the quality research methods. The study has studied how much social sensitivity is included in books in the dimensions of cultural sensitivity, environmental sensitivity, civil or civic sensitivity. The research finds that in the Turkish curriculum Social Information curriculum less space is given to social sensitivity, while given social sensitivity examples are mainly limited to thinking questions and activities. The different kinds of skills that need to be possessed in relation to social sensitivity are more listed in the Social Knowledge curriculum. Social information in the curriculum each subject is included in different dimensions of social sensitivity, while the Turkish curriculum is determined that these dimensions are not included. According to the research results, the emphasis on social sensitivity should be given in the Turkish curriculum as well as the subject evaluation activities in the text. It can also be recommended that the skills to create awareness be placed in the texts and that the Turkish book be enriched with the appropriate texts in this regard. Considering the importance of social sensitivity, it may be recommended that social sensitivity be included as a separate topic in the Social Information curriculum.

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