Comparison of Seventh-Grade Turkish and Iranian Social Studies Textbooks in Terms of Value Education

Autor/in	Kaya, Kemal
Titel	Comparison of Seventh-Grade Turkish and Iranian Social Studies Textbooks in Terms of Value Education
Quelle	In: Educational Research and Reviews, 14 (2019) 17, S.595-607 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Grade 7; Social Studies; Textbooks; Values Education; Cultural Differences; Textbook Content; Citizenship Responsibility; Caring; Religion; Justice; Personal Autonomy; International Relations; Peace; Sciences; Social Influences; Altruism; Ethics; Social Justice; Aesthetics; Freedom; Interpersonal Relationship; Money Management; Patriotism; Turkey; Iran + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Gemeinschaftskunde; Textbook; Text book; Schulbuch; Lehrbuch; Werterziehung; Kultureller Unterschied; Lehrbuchtext; Care; Pflege; Sorge; Betreuung; Gerechtigkeit; Individuelle Autonomie; Internationale Beziehungen; Frieden; Science; Wissenschaft; Sozialer Einfluss; Altruistic behavior; Altruismus; Ethik; Soziale Gerechtigkeit; Ästhetik; Freiheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Patriotismus; Türkei
Abstract	One of the objectives of comparative education research is to compare within a certain period of time educational systems that have developed in similar or different environments and processes. The aim of this qualitative study is to compare the value education in Turkish and Iranian seventh-grade social studies textbooks. Data were collected using document analysis. Results show that both books underscore the values of scientificity, sensitivity and responsibility. Unlike the Turkish social studies textbook, the Iranian social studies textbook addresses the religious aspects of those values as well. The Iranian social studies textbook also highlights the values 30% more than its Turkish counterpart. This article examining textbooks is limited to determining the placement of values; it is not intended to measure the effectiveness of textbooks in the formation of attitudes. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01