VIEWS OF PROSPECTIVE CLASSROOM TEACHERS ON LANGUAGE AND EXPRESSION OF LIFE STUDIES AND SOCIAL STUDIES TEXTBOOKS BEFORE AND AFTER 2005

Abstract

This study was conducted to determine the views of prospective classroom teachers on the language and expression of Life Studies and Social Studies textbooks before and after 2005. The research employed a qualitative research method, specifically a case study. The study group consisted of 10 prospective teachers studying in the Department of Elementary Education, Faculty of Education, Çanakkale Onsekiz Mart University, Turkey selected through purposive sampling. The data for the research were collected using a Document Review Form and analyzed using inductive analysis. In the research, the 2002 and 2018 Life Studies textbooks for second-grade elementary students were compared in terms of criteria such as the use of punctuation marks, sentence structure, and adherence to spelling rules. The data obtained revealed that the textbook written in 2002 was more successful in meeting these criteria. Furthermore, the study also compared the 2019 Social Studies textbook for fourth-grade elementary students with the 2004 Social Studies textbook for the same grade. It was found that the 2019 textbook was more adequate in the use of punctuation marks, adherence to spelling rules, and the arrangement of sentence elements compared to the textbook written in 2004.