TY - JOUR AU - Fahriye Hayırsever AU - Mehmet Kısakürek PY - 2014/12/31 Y2 - 2024/03/29 TI - Evaluation of social studies textbook in terms of the aimed skills to be acquired by students according to the primary school curriculum JF - International Journal of Curriculum and Instructional Studies (IJOCIS) JA - IJOCIS VL - 4 IS - 8 SE - Articles DO - UR - https://www.ijocis.com/index.php/ijocis/article/view/19 AB - Higher This study aims at analyzing the adequacy of the Social Studies textbook in instilling the basic skills included in the primary school curriculum as well as the field related skills in the curriculum for the social studies course based on teachers’ views. The research employs a descriptive survey model. A total of 132 teachers teaching the 5th graders in the 75 primary schools, which are representative of the low, middle and high socio-economic levels located in the central districts of Ankara, were determined as the research sample on the quantitative dimension. On the qualitative dimension, however, the study group was composed of 12 teachers. The quantitative data were collected through a questionnaire whereas the qualitative data were collected through a structured interview form. Descriptive statistical analysis method was used for analysis of quantitative data and also, descriptive analysis method was used for qualitative analysis. The most important result obtained from quantitative data in the research demonstrated that teachers believed that Social Studies textbook was partly adequate in terms of instilling in students critical thinking as well as research and communication skills, but that it was inadequate in terms of instilling social participation skills and perceiving the change and continuity. The most remarkable result obtained from the qualitative data was that the majority of the teachers had emphasized the inadequacy of the textbook in instilling both basic and field related skills. It is extremely difficult for learners to gain the necessary thoughts/ideas, skills, values and attitudes unless the official curriculum matches the content of the textbooks. To change this situation into a positive case, the content of the curricula and of the text books should constantly be revised and improved. The content of the textbooks should be designed in a way so as to facilitate the curriculum objectives to the learners, and whether or not there are any contradictions between them should continuously be checked. ER -