Purpose: Textbooks can directly or indirectly affect gender stereotypes. In this study, text characters and pictures of textbooks were examined to find out how the messages were given about gender. This study examined text characters and the pictures in the primary school Turkish textbooks respectively in terms of Bem's Sex-Role Inventory and gender stereotypes. Research Methods: This paper explored the roles of text characters and pictures in the primary school Turkish textbooks through document analysis. The material for this study consisted of twelve primary school Turkish textbooks from the 1 st to the 4 th grades. Textbooks were selected out of the ones used in Burdur in the 2015-2016 academic years. A "Text Character Evaluation Form" arranged in line with Bem's Sex-role Inventory and "Picture Evaluation Form" was used in the study.
Bu çalışma ile Türkiye'de Cumhuriyetin ilanından günümüze kadar ortaöğretim okullarında uygulanan öğretim programlarında ölçme ve değerlendirmeye nasıl yer verildiğinin ortaya konulması amaçlanmıştır. Çalışma doküman incelemesi yaklaşımı ile yapılmıştır. Çalışmanın bulgularına göre; 1924 yılından 1980'li yıllara kadar yapılan öğretim programlarında ölçme ve değerlendirme yaklaşımından söz edilmemiş olup, bazı programlarda yazılı yoklamalar hakkında sınırlı bilgi verilmiştir. Aynı yıllar arasında ölçme ve değerlendirme araçları olarak yazılı ve sözlü sınavlardan söz edilmiş fakat örnek sorulara yer verilmemiştir. 1991 yılından sonra yapılan programlarda yazılı soruları dışında çoktan seçmeli, doğru/yanlış vb. ölçme araçlarından örnekler verilmiş ancak bunlar da sistematik olarak tüm programlarda yer almamıştır. Öğretim programlarında verilen örnek sorular da genelde bilgi ve kavrama basamağında sorulardan oluşmaktadır. 2005 yılından sonra yapılan programlarda ölçme ve değerlendirme yaklaşımı, çeşitli ölçme araç ve yöntemlerinden farklı düzeylerde örneklere yer verilmiştir.
The object of this study is to determine of teachers’ opinions on the impacts of exam for the Transition from Basic Education to Secondary Education TEOG system on their teaching activities in visual arts, technology and design, music and physical education courses that are not covered by the TEOG exam. This research was conducted as a survey study and the study group was determined by the purpose of sampling strategy, data analysis plan and easy accessibility approach. This research was carried out with 35 teachers who teach visual arts, physical education, technology and design, and music courses in public schools in Ankara. Teachers’ opinions were obtained with a form containing five open-ended questions and demographic and occupational characteristics of the teachers. A descriptive analysis approach was applied to the written opinions of the teachers. As a result of this research according to the opinions of teachers; visual arts, technology and design, music and physical education courses which are not included by the TEOG exams were considered to be insignificant by students, school administrators and parents. In addition, teachers stated that the TEOG system affected their teaching and evaluation activities negatively in the classroom, and the teachers were unable to evaluate their students objectively due to the TEOG system, and students, administrators and parents expected or demanded the teacher to give higher grades. Because of these situations, the relations between the teachers, students, school administrators and parents were affected negatively.
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