Review of International Geographical Education Online ©RIGEO Volume 9, Number 2, Summer 2019

Research Article Copyright © RIGEO 2019

To cite this article: Tomal, N.; Yılar, M.B. (2019). An Evaluation of Social Studies Textbooks in Turkey: A Content Analysis
for Curriculum and Content Design. Review of International Geographical Education Online (RIGEO), 9(2), 447-457. Retrieved
from http://www.rigeo.org/vol9no2/Number2Summer/RIGEO-V9-N2-9.pdf
DOI: 10.33403/rigeo.579946
Submitted: June 19, 2019 Revised: July 27, 2019 Accepted: August 18, 2019

An Evaluation of Social Studies Textbooks

in Turkey: A Content Analysis for Curriculum
and Content Design
Necati TOMAL1
Ondokuz Mayıs University, Samsun, TURKEY

Murat Bayram YILAR2

Ondokuz Mayıs University, Samsun, TURKEY
Abstract
The objective of this study is to evaluate the content of social studies textbooks, which are written and
taught based upon the social studies curriculum adopted between 1968-2018, in terms of the curriculum
and content designs, and some general educational principles. For this purpose, document analysis, one
of the qualitative research methodology, was used in this study. Accordingly, 12 social studies
textbooks for different levels of class written based upon the social studies curriculum adopted in 1968,
are the primary document resources of the research. The curriculum, upon which the textbooks are
based, was also used as resource. For data analysis, content analysis technique was used. The results
obtained from the study show that the generally-adopted approach to develop the content of social
studies textbooks was single-disciplinary approach before 2005; however it was replaced by
interdisciplinary approach then, with the impact of changing curriculum. Another study result shows
that the content of social studies textbooks was developed based upon the disciplines of history and
geography in general, and also citizenship to a limited extent before 2005. However, as it is determined,
many other disciplines such as psychology, sociology, economics, science and technology in addition to
those specified above, have a major impact on the content of textbooks since this date. Also, the
relevant results indicate that the knowledge content was much richer in textbooks before 2005;
however, in the current social studies textbooks, the knowledge intensity has decreased as the
knowledge variety has increased in time. It has been determined that the social studies textbooks are
developed by considering the chronology and from near-to-far principles in general so far.
Keywords
Textbook; Curriculum; Social Studies

1Corresponding author: Assoc. Prof.; Faculty of Education; Ondokuz Mayıs University, Samsun, Turkey; E-mail: ntomal [at]
omu.edu.tr; ORCID: 0000-0002-4365-6582
2Assist. Prof.; Faculty of Education; Ondokuz Mayıs University, Samsun, Turkey; E-mail: bayram.yilar [at] omu.edu.tr; ORCID:

0000-0001-5889-3372.
© Review of International Geographical Education Online RIGEO 2019
ISSN: 2146-0353 www.rigeo.org
Review of International Geographical Education Online ©RIGEO, 9 (2), Summer 2019

For better comprehension of the subject, information on the period from the
introduction of social studies class into the Turkish elementary and secondary school
curricula and the social studies textbooks as a teaching material.
Theoratical Framework
Development of Social Studies Education in Turkey
Social studies have been taught as a compulsory course in Turkish elementary
schools since 1968, and also in secondary schools since 1975 despite some
interruptions time to time (Ambarlı, 2010, p. 20).
Developed based upon the relevant curriculum, the textbooks are the most
important materials of educational activities provided for students and teachers.
These materials help students reach the information and help teachers develop the
education process. As with the textbooks of other disciplines, social studies
textbooks have been considerably changed in time in parallel with the changes in the
curriculum. When reviewing the literature, it has been realized that a good number of
studies was carried out on social studies textbooks from past to present. There are
many studies that have been carried out especially on social studies textbooks
renewed depending on the curriculum change in 2005. It is seen that there are a
growing number of studies on the social studies textbooks used in Turkey since 2005
school year, and that the majority of the opinions on the textbooks from the said
period has become mostly positive. However, some of these studies highlight issues
with the social studies textbooks in terms of content. In this study, the positive and
negative aspects of textbooks written both before and after 2005 were evaluated in
terms of their contents.
Methodology
Research Design
A qualitative approach was adopted, and document analysis, which is a qualitative
data collecting technique, was used in this study. Document analysis is a method that
consists of some systematic steps intended for reviewing or evaluating of printed and
electronic documents (Bowen, 2009, p. 27).
The document sources of the study consist of 12 social studies textbooks used on
the 4th, 5th, 6th and 7th grade levels between 1968 and 2018. To be able to
accurately evaluate the content of social studies textbooks from 1968 to the present
day, the textbooks from different grade levels and with contents specifically based on
the curricula that were effective in different periods.
The social studies textbooks taught between 1968 and 2018 were used as the main
data source in content evaluation for the study. The textbooks subject to document
analysis in this study, are given in the Table 1:

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Table 1
Data on Textbooks Used as Data Resource in the Study
Writer name Year Textbook Publisher
name
Rakım Çalapala 1978a Social Studies İnkılap and Aka
(Elementary:4) Publishing
Houses
Rakım Çalapala 1978b Social Studies İnkılap and Aka
(Elementary:5) Publishing
Houses
Niyazi Akşit, Ferruh Sanır 1979 Social Studie National
and Tarık Asal for Secondary Education Press
Schools 2
Güler Şenünver, Ezdihar 1999 Elementary National
Karabulut, H. Samim School Social Education Press
Kesim, Rıfat Turgut, Studies 7
Nesibe Ercan, Mustafa
Küçükbaycan, Hasan
Huslu and Aliye Akiye
Güler Şenünver, Ezdihar 2001 Elementary National
Karabulut, H. Samim School Social Education Press
Kesim, Rıfat Turgut, Studies 7
Nesibe Ercan, Mustafa
Küçükbaycan, Hasan
Huslu and Aliye Akiye
Demet Karagöz, Meltem 2008 Elementary Ministry of
Tekerek, Niyazi Kaya, Social Studies National
Hikmet Azer, Melek Derya 5 Education
Alıç, Bekir Yılbat, Miyase Publications
Koyuncu, Kadir Ulusoy
Emine Genç, Mecit Mümin 2008 Elementary Ministry of
Polat, Samettin Başol, Social Studies National
Niyazi Kaya, Hikmet Azer, 6 Education
Sevil Gökçe, Miyase Publications
Koyuncu, Abdul Celil
Gök, Abdullah Yıldız,
Dilek Yılmaz, Âdem
Özcan
Murat Gürkan Gülcan, 2010 Elementary Koza Publishing
Özen Bayram, Zafer Kılıç, 5th Grade & Distribution
Fatih. M. Karakaya, Aliye Social Studies
Midilli Textbook
Ömer Faruk Evirgen, 2017 Social Studies Ministry of

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Julide Özkan, Suna Textbook 5 National

Öztürk, Zuhal Özdural Education
Publications
Erhan Şahin 2018 Social Studies Anadolu
Textbook 5 Yayıncılık
Faruk Gökalp Yılmaz, 2018 Social Studies Ministry of
Hasan Bayraktar, Mustafa Textbook 6 National
Kemal Özden, Murat Education
Akpınar, Ömer Evin Publications
Gökhan Gültekin, Murat 2018 Social Studies Ministry of
Akpınar, Mustafa Nohutcu, Textbook 7 National
Pınar Özerdoğan, Seher Education
Aygün Publications
As part of the study, the general evaluation of the contents of social studies textbooks
referred to the textbooks given in Table 1, as well as various publications examining
social studies education curricula and textbooks of 1968, 1998, 2005 and 2018 in terms
of content (Nas, 2000; Demirel, 2010; 2012; Baykara, 2012).
Content analysis technique was utilized in the analysis of the data obtained from the
study. Content analysis, which is a widely used qualitative research method, is one of
the research methods in which text data is analyzed based on the content or contextual
meaning of the text (Hsieh & Shannon, 2005, p. 1277-1278). The process of content
analysis involves bringing together similar data on the basis of certain concepts and
themes and interpreting them in a way that is comprehensible for the reader (Yıldırım
and Şimşek, 2013, p. 259). This study only covered the themes out of the code, category
and theme trio that is frequently created in content analysis, and the contents of social
studies textbooks were evaluated under these themes according to their prominent
features, as well as common and distinct points. In order to improve the reliability of the
study, the obtained data were discussed periodically with the domain experts, and the
documents were revised where differences had been detected.
Findings
The content analysis carried out for the study revealed significant changes in the
content of the textbooks throughout the period spanning the years when the social
studies course was introduced to the primary and secondary school curricula up to the
present day. This section aims to analyze said changes in the content of social studies
textbooks under 2 main headings, which are curriculum development and content design
theme and general teaching principles theme.
Evaluation of Content in terms of Curriculum Development and Content
Designs
According to the study, social studies curriculum comprising of subjects that are in
relation to each other such as history, geography, sociology, etc. is enough for this
curriculum to be considered a curriculum with extensive design. There is no need to

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blend together information from different fields in a learning domain. After all, as
agreed by some researchers, extensive design should be considered alongside
interdisciplinary design, and therefore, content from various areas should be integrated
in a textbook based on extensive design. Otherwise, the textbooks used prior to 2005,
which usually included information on each field under individual units except for those
regarding citizenship knowledge, or in other words, which were based on the sense of
single discipline where history, geography and citizenship knowledge textbooks are
combined into a singe textbook, can be considered extensive design textbooks only in
name. Rather than such content systematic, it may be more convenient to have separate
courses such as history and geography that constitute the social studies course. The
current social studies textbooks, on the other hand, seek to combine information from
different fields in a learning domain. In other words, existing social studies textbooks
can be considered in the context of extensive design both in name and practice, based on
interdisciplinary design.
The previous chapters of the study have mentioned how current and previous social
studies textbooks emphasize general teaching principles such as from near-to-far and
chronology. Based on these explanations, it can be said that linear content approach has
been utilized in social studies curriculum and textbooks. Also, with the increase in
detail, the repetition-oriented spiral approach has been utilized in content creation for
social studies textbooks from past to date.
Evaluation of Content in Terms of General Teaching Principles
Evaluation of content in terms of integrity principle. As stated in the
introduction part of the study, social studies was introduced as a course for the first time
in primary schools in 1968 and in secondary schools in 1975. When social studies was
introduced as a course in primary schools in 1968, the textbook had not been prepared
yet, and this continued until 1975. One of the supplementary textbooks used in the early
1970s until the textbooks were prepared was the social studies textbooks by Çalapala
(Alaca, 2017, p. 762). As can be seen in these examples on the content systematic of the
social studies textbooks from previous years, it is thought that it may prove confusing
for students if subjects that are continuations of one another are interrupted for other
subjects and resumed later. Therefore, based on these explanations, one can talk about
an issue of content complexity or a disorganized content systematic here. Despite this
unfavorable aspect, the primary concern behind the fact that history and
geographysubjects are featured together and taught alternately or a unit is entirely
comprised of geographysubjects and the next one is comprised of historysubjects in
social studies textbooks might have been to avoid boredom among students.
Each learning domain is internally coherent in terms of content; it does not have
significant direct relation with the preceding or following learning domains. That is to
say, the social studies textbooks that are currently being taught are largely comprised of
independent learning domains. As a matter of fact, these textbooks were prepared with
the intention of achieving internal coherence within each learning domain.

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Evaluating the content in terms of chronology and from near-to-far

principles. An examination of the order of history and geography subjects taught in
successive grades is necessary to be able to make an evaluation about whether the
previous and current social studies textbooks take the chronology principle, which is
crucial in the teaching of history subjects, or from near-to-far principle, which is
required for geography teaching, into consideration. In this context, in addition to the
1978 edition of the 5th grade textbook, for which have provided examples above about
its content, the 4th grade textbook was also analyzed in terms of chronology and from
near-to-far principles.
The contents of the social studies textbooks published prior to 2005 were prepared
according to the order from the past to the present day, thus they clearly take
chronology into consideration. The order of history subjects in the current social studies
textbooks and ones prepared according to the 2005 curriculum is largely the same as
that of the previous textbooks. The only difference with the previous social studies
textbooks is that, in the social studies textbooks prepared after 2005, the subject of
ancient civilizations precedes the first Turkish states (Genç, Polat, Başol, S., et al.,
2008).
In the 1978 edition of 4th and 5th grade social studies textbook, geography subjects
are listed as follows: The order of the 4th grade textbook follows the subjects 'our
province' (the province where the student resides is thoroughly introduced), 'Turkey's
geographic regions', 'the geography of Turkey', respectively, while the order of the 5th
grade geography follows the subjects 'latitude and longitude', 'the position of Turkey',
'Turkey's neighbors', 'the Earth's movements', 'the formation of the seasons and day-
night cycle', 'major countries of the world'. (Çalapala, 1978a). Therefore, it can be said
that, throughout the period until 1997, the contents of social studies textbooks were
prepared based on from near-to-far principle. As with all other textbooks published
before 2005, the 1997 edition of 4th grade social studies textbook likewise appears to
emphasize the introduction of all aspects of the province where the student resides (Nas,
2000, p. 502-503). However, when it comes to other geography subjects, no connection
is established between each subject and the immediate environment unlike the social
studies textbooks of today. For example; the 2001 edition of the 6th grade textbook only
focuses on Turkey in general on the subject of 'agriculture in Turkey', while failing to
draw attention to the agricultural activities in the region where the student resides
(Şenünver et al., 2001, p. 117). The current social studies textbooks, on the other hand,
attempts to establish a relation between each topic and the immediate environment
through various activities. For example; the 'let's research and share' activity at the end
of the geographical formations subject in the 'people, places and environments' learning
domain in the 2018 edition of the 5th grade social studies textbook asks the student to
do a research on the geographical formations in and around where the student lives
(Şahin, 2018, p. 70). Such activities, which help students to become more familiar with
their immediate environment, can be found in many parts of the social studies textbooks
of today.

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Evaluation of information density and variety in the content in terms of

the student-centeredness principle. The content of the textbooks has varied
considerably throughout time in terms of information density and diversity. An
examination of the 1978 edition 5th grade social studies textbook by Çalapala with
regard to information density reveals that the subjects related to geography of countries
are highly dense in terms of information.
In pre-2005 text books, the content is mostly comprised of the subjects of history
and geography, and the subject of citizenship to a certain degree. In the social studies
textbooks prepared after 2005, on the other hand, there has been an increase in the
content variety, while information on various fields such as science and technology,
economics, sociology, psychology have been featured in textbooks along with history,
geography and citizenship (Karagöz, et al., 2008; Genç et al., 2008; Gülcan et al., 2010;
Şahin, 2018).
Evaluation of content in terms of from-familiar-to-unfamiliar principle.
Although this principle has generally been taken into consideration while preparing
content for social studies textbooks both in the past and today, there are also some rare
instances where it is disregarded in certain textbooks and subjects. For example; in the
current 5th grade social studies textbook, there is a table showing the dates throughout
which the Anatolian and Mesopotamian civilizations appeared on and disappeared from
the stage of history, and said table also features the terms 'before the common era' and
'common era' (Şahin, 2018, p. 35). Table 2 attempts to summarize the evaluations on the
content of both previous and current social studies textbooks based on general teaching
principles.
Table 2
Comparison of the contents of social studies textbooks used before and after 2005
Textbooks Published before 2005 Textbooks Published after 2005
1. The content largely consists of 1. Content headlines become greatly
history and geography, It also includes varied. Subjects on citizenship, economy,
a certain degree of citizenship subjects. science and technology are given greater
emphasis.
2. Detailed information is provided on 2. Brief information is provided on a
a large number of countries. small number of countries within a
specific context.
3. Information about the geographical 3. Information about the geographical
features of Turkey is featured on a features of Turkey is featured within the
regional basis. context of each individual geographic
feature rather than on a regional basis.
4. The content of the textbook follows 4. Units are featured independently of
the order of one history unit and one each other.
geography unit, or either history or
geography units until the end of a main
subject.

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5. Textbooks for the low grade levels 5. A connection is mainly established

mainly focuses individually on the between each subject and the immediate
subjects about the immediate environment in all grade levels.
environment.
6. Except a number of subjects, history 5. Events given follow chronological
subjects are mostly featured in order. All subjects on history domain are
chronological order. However, in some covered in a single unit. They are not
social studies text books, the fact that interrupted by subjects on other sciences.
history units on the same subject are
interrupted by geography units may
prove problematic with regard to
chronology.
7. The same subject is usually featured7. The subjects featured in the textbooks
in both elementary and secondary are usually featured in educational books
school social studies textbooks, with of a certain level (E.g. the Ottoman
differences in the level of detail. Empire subject is only covered in
secondary school textbooks).
8. Today, a large number of subjects 8. Subjects are featured in the textbooks
featured in secondary school textbooks of certain grades based on the
are featured in the lower grade developmental characteristics of students.
textbooks as well.
Result and Recommendations
The date 2005 is vital for making an evaluation of the social studies textbooks from
past to present. The content of the social studies textbooks published before and after
this date differs substantially in many aspects. This section aims to offer a brief
summary about the extensive evaluations on said differences in the findings sections.
Since social studies curricula and textbooks up to 2005 features a separate unit for
subjects from each discipline except subjects on citizenship, they can be considered in
the context of extensive design in name and single-discipline design in practice. The
current social studies textbooks, on the other hand, can be considered in the context of
extensive or interdisciplinary design both in name and practice (Barth, 1991; Güngördü,
2002; Semenderoğlu and Gülersoy, 2005; Sunal & Haas, 2005; Doğanay, 2008; Yılar
and Tomal, 2018). In the current social studies textbooks, blending together the
information on distinct fields has not been difficult in the context of multidisciplinary
approach for the geography-intensive learning domains due to the interdisciplinary
nature of this scientific field. There has been an attempt to exercise an interdisciplinary
approach to some extent with the inclusion of subjects such as the Turkish cultural
wealth in the history-intensive learning domain of culture and heritage. As for the
learning domains regarding the subjects such as citizenship, science, technology and
society, blending information is easy as their subject matter is associated with numerous
fields.

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It can be maintained that the content design for both previous and current social
studies textbook is based on the spiral curriculum approach, since same units are
occasionally taught in different grades again (Doğanay, 2008; Yılar and Tomal, 2018;
Zarillo, 2016). Likewise, the fact that general teaching principles such as from-near-to-
far, chronology, and from-familiar-to-unfamiliar are taken into consideration in many
parts of these textbooks shows how linear approach design is also influential in the
content design. However, featuring the same geography subjects on current social
studies textbooks for different grades, or for the same grade in different learning
domains, without any substantial change in detail has led to redundant repetitions. This
issue actually arises from misapplication of the spiral approach.
Prior to 2005, social studies textbooks comprising largely of history, geography, and
to a lesser extent, citizenship subjects (MEB, 1997; 1998) were more prominent. But,
there has been a particular increase in the significance of citizenship field (MEB, 2005;
2018). To date, new headings have been added to the social studies textbooks, while
most of the existing headings also preserved their place in the current social studies
textbooks. For example, the history subjects featured in the curriculum of 1998 remain
largely the same as current history subjects. Nevertheless, less and less time has been
allocated for these subjects with the addition of new subjects in the textbooks. Since
geography subjects or the subjects related to geography extend to numerous learning
domains in the current textbook, the problem with time in the teaching of history
subjects is not encountered in the subjects of geography discipline. But, since the
subjects related to the science of geography extend to numerous learning domains, this
occasionally leads to redundant repetitions and interruptions in the coherence of the
subject. Particularly the fact that the geography subjects extend to the numerous
learning areas gives rise to a complexity in the content systematic.
It is safe to say that pre-2005 social study text books are very intensive in terms of
information. The textbooks prepared in accordance with the social studies curricula
preceding the curriculum of 1998 in particular are clearly far more intensive in terms of
information. In the textbooks published prior to this date, geography of countries is the
primary subject with the highest information density. Current social studies textbooks,
on the other hand, features far less information on various countries around the world
than it should. A few sentences and concise information on the geographical features of
these countries can be included in the textbooks.
A shift toward higher grades in the teaching of many subjects included in social
studies teaching from past to present is generally in line with the student-centeredness
principle. However, the matter of which subject will be taught in which grade and to
what extent while taking students' developmental characteristics into consideration is a
difficult and controversial issue. And such an issue requires more specialized and
extensive studies.

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Biographical Statements
Necati TOMAL is an Associate Professor at Ondokuz Mayıs University, Faculty of
Education Department of Social Studies Education. His main research interests include
curricula, textbooks, and teaching methods and styles.
Murat Bayram YILAR is a Assistant Professor at Ondokuz Mayıs University, Faculty
of Education, Department of Social Studies Education. His research interests include
social studies education and cooperative learning.

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