COMPARISON OF GEOGRAPHY TEXTBOOKS WRITTEN ACCORDING TO 2005 AND 2017 GEOGRAPHY LESSON CURRICULUM IN TERMS OF VALUES EDUCATION

Abstract

The aim of this study is to compare the activities in the geography textbooks prepared according to the 2005 and 2017 secondary school geography curriculum, within the framework of which value education approaches they aim to provide value education. Document analysis method, one of the qualitative research methods, was used in the research. In the study; activities in a geography textbook at each grade level prepared within the scope of the 2005 and 2017 Geography Lesson Curriculum were examined. In the study, a total of 8 geography textbooks were examined. The activities in the geography textbooks prepared with the 2005 Geography Curriculum are rather aimed at gaining the values of responsibility and sensitivity. However, it was found that the values in the activities in the 9th, 10th and 11th grade textbooks prepared with the 2005 Geography Curriculum were aimed to be acquired according to the value explanation approach, but the values in the activities in the 12th grade textbook were aimed to be gained according to the value suggestion approach. It was intended to gain the values of responsibility and self-control rather than the values in the activities in the geography textbooks prepared with the 2017 Geography Curriculum. It has been determined that the values in the activities in the 9th, 10th and 11th grade textbooks prepared with the 2017 Geography Lesson Curriculum were intended to be acquired according to the value-inducing approach. On the other hand, in the 12th grade textbook, it was determined that the values were aimed to be gained according to the value explanation approach.