İlkokul 4. Sınıf Sosyal Bilgiler Ders Kitabındaki Soru ve Etkinliklerin 21. Yüzyıl Becerileri Bağlamında Değerlendirilmesi

Year 2024, , 1 - 27, 27.05.2024

Ogün Çakır

https://doi.org/10.53046/ijotem.1470706

Abstract

Bu araştırma 2022-2023 eğitim-öğretim yılında ilkokul 4. sınıflarda kullanılan Sosyal Bilgiler ders kitabını 21. yüzyıl becerileri bağlamında değerlendirmeyi amaçlamaktadır. Nitel araştırma yöntemlerinden doküman analizinin kullanıldığı araştırmada veri analizi süreci içerik analizi tekniği ile gerçekleştirilmiştir. Bu süreçte ders kitabındaki soru ve etkinliklerin hangi 21. yüzyıl becerilerine yönelik hazırlandığı kodlama ve kategorize etme süreçleri ile tespit edilmiştir. Analiz sonuçlarından ulaşılan bulgulara göre kitapta yer alan toplam 128 sorunun 113'ü eleştirel düşünme, 8'i iletişim ve 7'si yaratıcılık becerisine yöneliktir. Bu durum, kitapta yer verilen soruların işbirliği, iletişim ve yaratıcılık becerilerine yeterli ölçüde odaklanmadığını göstermektedir. Ayrıca, kitaptaki toplam 51 etkinlikten 24'ü eleştirel düşünme, 3'ü işbirliği, 12'si iletişim ve 12'si yaratıcılık becerisine yönelik olarak tasarlanmıştır. Bu sonuçlar genel olarak, Sosyal Bilgiler ders kitabının 21. yüzyıl becerilerini yeterli ve eşit düzeyde kapsama bakımından, özellikle işbirliği, iletişim ve yaratıcılık becerileri bağlamında önemli eksikliklere sahip olduğunu göstermektedir. İşbirliği becerisinin kitapta dikkat çekici düzeyde yetersiz temsil edilmesi, bu alandaki potansiyel gelişim fırsatlarının gözardı edilmiş olabileceğine işaret etmektedir. Söz konusu bulgular ışığında, gelecek dönemlerde hazırlanacak ders kitaplarında 21. yüzyıl becerilerinin tümüne eşit ve yeterli düzeyde yer verilmesi önerilmektedir.

Keywords

21. yüzyıl becerileri, sosyal bilgiler, ilkokul, ders kitabı

Evaluation of Questions and Activities in 4th Grade Social Studies Textbook in the Context of 21st Century Skills

Abstract

This study aims to evaluate the Social Studies textbook used in 4th-grade primary education during the 2022-2023 academic year in the context of 21st-century skills. Utilizing qualitative research methods, specifically document analysis, the data analysis process was conducted using content analysis technique. Throughout this process, it was identified through coding and categorizing how questions and activities in the textbook were tailored towards various 21st-century skills. The analysis results reveal that out of a total of 128 questions in the book, 113 target critical thinking, 8 target communication, and 7 target creativity skills. This indicates that the questions in the book do not adequately focus on collaboration, communication, and creativity skills. Moreover, of the total 51 activities in the book, 24 are designed for critical thinking, 3 for collaboration, 12 for communication, and 12 for creativity skills. Overall, these findings suggest that the Social Studies textbook has significant gaps in adequately and equally encompassing 21st-century skills, particularly in the areas of collaboration, communication, and creativity. The noticeably insufficient representation of the collaboration skill in the textbook hints at potential overlooked opportunities for development in this domain. In light of these findings, it is recommended that future textbooks provide equal and adequate emphasis on all 21st-century skills.

Keywords

21st-century skills, social studies, primary education, textbook

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