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Abstract


Evaluation of Activities (5, 6, 7 and 8. Grade) in Secondary School Turkish Language Textbooks
The aim of this study is to evaluate the activities in the secondary school (5th, 6th, 7th and 8th grade) Turkish language textbooks from different perspectives. More specifically, the study seeks answers to the following questions: Are the activities in the textbooks main text-based? Are visual elements used in the activities? And, if so, what types of visual elements are used? For data collection, the activities in the new Turkish language textbooks valid as of the academic year 2018-2019 were evaluated. A screening model was used in the study. According to the screening model, the fifth-, sixth-, seventh- and eighth- grade Turkish language textbooks contain 191, 246, 307 and 188 activities, respectively. Results show that 602 of a total of 932 activities are main text-based and that 99, 233, 223 and 166 of the activities in the fifth-, sixth-, seventh- and eighth- grade textbooks, respectively, do not contain visual elements. Based on these findings, it is recommended that Turkish language textbooks be prepared more carefully in every aspect, that more textual elements attuned to the cognitive skills of children be integrated into activities in textbooks and that activities be main text-based.

Keywords
Textbook, Activity, Turkish Lesson



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