Content uploaded by Erkan Yeşiltaş
Author content
All content in this area was uploaded by Erkan Yeşiltaş on Apr 01, 2016
Content may be subject to copyright.
Universal Journal of Educational Research 4(4): 856-867, 2016 http://www.hrpub.org
DOI: 10.13189/ujer.2016.040423
Social Problems in Turkish Social Studies
Coursebooks and Workbooks
Erkan Yeşiltaş1,*, Önder Eryılmaz2, Ayşegül Pehlivan2
1Faculty of Education, Cumhuriyet University, Turkey
2Faculty of Education, Anadolu University, Turkey
Copyright©2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the
terms of the Creative Commons Attribution License 4.0 International License
Abstract In Turkey, the social studies course, which is
taught in elementary 5th to 7th grades, prepares students to
solve problems they may encounter in their future life.
Therefore, the teaching of social problems to help students
get to know them is one of the most important issues for the
social studies course. The primary aim of this study is to
examine how social problems are included in the social
studies coursebooks and workbooks. 5th, 6th and 7th grade
social studies coursebooks and workbooks were analysed in
the study. Document analysis method, which is one of the
qualitative research methods, was used in data analysis. The
findings of the study showed that the coursebooks and
workbooks of the Ministry of National Education included
and emphasized more social problems than those of the
private publishing companies. Based on the findings, it is
suggested that social studies coursebooks and workbooks
published by private publishing companies should be
modified in such a way that they include and emphasize
more social problems.
Keywords Social Problems, Social Studies,
Coursebooks, Workbooks
1. Introduction
As a social entity, humans have struggled to survive since
their existence, and tried to find solutions to social problems
they encountered in this process in different ways. The
solution of these social problems brought new developments
that led to the emergence of other social problems. This
cause-effect relationship has always been there during the
history of human race, and human beings had to cope with a
set of social problems that affect them constantly.
Although the concept of social problem has a long history,
there has not been an agreement on its definition and the
concept was defined in various ways from different
perspectives in the historical process [5, 42]. In this regard,
the theorists who adopted the social conflict theory define
social problem as the issues that emerge as a result of the
pressure of a class created by the capitalist system and that
possesses the economic power on another class, whereas
feminist theorists view it as the pressure that men create on
women. On the other hand, while symbolic interactionists
define social problem as the meaning humans attach to
events, constructivists define it as the situations by which a
group or community claims they are affected based on
objective data and subjective views. Functionists who
carried out evaluations on this topic approach social problem
as negative situations that a mechanism functioning within
the social order affects [5, 19, 22, 23, 27, 30]. Based on these
definitions, social problems can be defined as issues that
affect one or more groups in the society, and have one or
more solutions. In other words, social problems are related to
various environments that form the wider structures of social
and historical life as a whole and have an influence on each
other in an intertwining way [2, 40].
Societies try to solve the social problems that they
experience within by means of various channels. In order to
cope with social problems encountered, one of the most
effective ways to apply is education. As a social organisation,
education has a balancing function that helps solving social
problems [47]. Educational institutions aim to equip
individuals with skills to cope with problems that they
encounter starting from the first stage of education.
One of the courses in the education system that aim to
teach individuals to be sensitive to social problems and the
skills to cope with these problems is the social studies course.
Within the scope of the social studies course that is taught in
the elementary education stage and is an interdisciplinary
course based on social sciences, individuals are trained to be
active citizens who are sensitive to social problems by
teaching them a set of knowledge, skills and values [26].
Social studies is a course that aims to help individuals
realize their social existence, reflects social sciences such as
history, geography, economy, sociology, anthropology,
psychology, philosophy, political science and law as well as
citizenship knowledge. It is also a course that involves
combining learning areas under a unit or theme, and
Universal Journal of Educational Research 4(4): 856-867, 2016 857
examines human’s interaction with the social and physical
environment, and is formed based on the understanding of
public education [26]. It is taught by elementary school
teacher in 4th grade, and by social studies teachers in 5th, 6th
and 7th grades. The social studies curricula have been
prepared in a spiral structure by adopting a constructive
approach. In the curricula, there are outcomes, learning areas,
skills, concepts, values, activity samples, intermediate
disciplines, and the associations among these. Social studies
and elementary school teachers carry out the lessons in
accordance with the explanations included in the social
studies curricula and teacher’s books.
As a topic, social problems constitute an important place
in the contents of the social studies course. As a matter of the
fact, the statements “believes in the important of
participation, suggests original views on the solutions of
personal and social problems” and “Teacher should
confront students with real-life problems and contradictory
situations frequently and make them reflect on the social
problems they encounter by using the events in and outside
the school.” included among the overall aims of the social
studies curricula, and the explanations related to the
implementation of the curricula, respectively, reveal that
there is a close relationship between the concepts of social
problem and social studies. [26]. In addition, the skills of
“dealing with social problems in the environment
individually or in cooperation with other, and developing
and implementing projects that would contribute to the
solution of these problems” are aimed to be taught with
regard to social participation as one of the target skills in the
social studies curricula [26]. These outcomes and skills that
are given in the curricula also show that it is important to
define social problems and raise individuals' awareness in
this respect.
In the social studies curricula prepared in 2005, there are
explanations related to including social problems in the
course [26]. This shows that social problems are of
importance for the social studies course. Social studies
teachers deliver these issues to students through various
ways. One of these ways is the use of social studies
coursebooks and workbooks. Coursebooks and workbooks
are the primary resources that contribute to student learning
and help teachers in the teaching process, and continue to be
irreplaceable for teachers despite the developing technology
in the last decades [36, 39]. In this regard, it is of significance
that coursebooks and workbooks should be prepared in
accordance with the curricula accepted by the Ministry of
National Education, and that they should include the
knowledge, skills and values that are aimed to be taught to
individuals [4, 10].
In the literature, there are studies on social problems, and
these studies focus on student attitudes and views regarding
social problems as well as the social problems that disabled
individuals and those who are not disabled are exposed to [15,
20, 16, 33, 37]. Besides, there are experimental studies
investigating the effect of various variables on sensitiveness
to social problems, strategy and scale development studies
related to the teaching of social problems, and documentary
analysis studies on the concepts that are regarded as social
problems [1, 3, 12, 21, 24, 32, 43, 46]. There are also studies
on social problems carried out in the fields of medicine [16,
17, 49], sociology [7, 8, 13, 14, 18, 25, 29, 31, 34, 35, 38, 45,
48] and psychology [11]. On the other hand, social studies
teachers conduct their lessons in accordance with the
outcomes stated in the social studies curricula prepared by
the Ministry. Therefore, how social problems are included in
the social studies curricula apart from the coursebooks and
workbooks is another topic of interest. From this perspective,
it seems to be of significance to examine the social problems
in the social studies coursebooks and workbooks. This study
aimed to examine how social problems are included in the
social studies coursebooks and workbooks used at middle
school level in Turkey. Answers for following questions will
be sought after towards this aim:
1. How are social problems included in the middle
school social studies coursebooks and workbooks
published by private publishing companies in
Turkey?
2. How are social problems included in the middle
school social studies coursebooks and workbooks
published by the Ministry of National Education in
Turkey?
2. Method
In the study, the documentary analysis method, which is a
qualitative research method, was used since the social
studies coursebooks and workbooks published by the
Ministry and private publishing companies were to be
examined. Documentary analysis refers to a systematic
process conducted to examine and evaluate printed and
electronic documents [50]. It has a set of steps as accessing
documents, checking the originality of the documents,
understanding the documents, analysing the data, and using
the data.
Because there are different definitions of social problem
suggested by various paradigms, the paradigm of the study
was to be determined before accessing the documents. In this
regard, objectivism, which has a definition of social problem
that is conceptually clearer in scope, formed the paradigm of
the study. According to the objectivist perspective, social
problems are social situation that are based on a set of values
and scientific judgements, and damage social welfare [28].
Therefore, this definition was adopted in the study.
In the study, all coursebooks that were available through
the official website of the Ministry and were taught in the
2015-2015 school year were initially accessed. In Turkey,
the social studies coursebooks published by both the
Ministry and private publishing companies are distributed to
students free of charge. The coursebooks to be distributed are
decided by the Ministry’s Board of Education and Discipline.
The social studies and elementary school teachers inform the
administration of their schools about the coursebooks that
858 Social Problems in Turkish Social Studies Coursebooks and Workbooks
they have determined among those decided by the board, and
the school administrations notify the board about their
teachers’ choice. The coursebooks that were decided to be
distributed for the social studies course in the 2011-2016
school year included the 5th grade social studies coursebooks
and workbooks published by Evren Publishing, the 6th grade
social studies coursebooks and workbooks published by
Yakın Çağ Publishing, the 7th grade social studies
coursebooks and workbooks published by Tuna Printing, and
the 6th and 7th grade social studies coursebooks and
workbooks published by the Ministry. The obtained
documents were analysed using the content analysis
technique, which is a qualitative research method. In content
analysis, researchers aim to identify the occurrence of certain
words or concepts in a dataset consisting of a text or texts in
an objective and systematic way, and then to make
inferences based on these identifications [9]. In this way, the
documents obtained in the study were analysed using content
analysis by taking into consideration the definition of social
problem. Certain codes were reached in the analysis, and
these codes were combined into themes. The data were
presented and interpreted in accordance with the research
questions of the study.
In order to enhance the trustworthiness of the study, 20%
of the data analysed by the researchers were also analysed by
an independent field expert. Barber and Walczak [6] state
that 20% of the data being coded by a different field expert
independently and the agreement at which the researchers
and the experts coding the data independently reach enhance
the trustworthiness of a qualitative study with regard to data
analysis. The researchers and the experts coding the 20% of
the data compared their analyses, and there was a negotiation
regarding the data until an agreement was reached on the
findings. Consequently, the themes were finalised and the
findings were revealed.
3. Findings
3.1. Findings on the Coursebooks and Workbooks of
Private Publishers
3.1.1. Findings on 5th grade coursebook and workbook
In the 5th grade social studies coursebook, it was found
that social problems were included in five units, being "I
learn My Rights", "Turkey, Step By Step", "Let's Learn
About Our Region", "Workers For the Society", and "One
Country, One Flag", but the rest of the units did not include
any topics related to social problems.
Based on the social problems found in the 5th grade social
studies coursebook, four themes, which are education, health,
natural disasters and environmental problems, were revealed.
While education and health were given directly as a social
problem, the themes of natural disasters and environmental
problems touched upon social problems mostly experienced
as a result of these themes. In other words, it can be stated
that natural disasters and environmental problems were not
regarded as social problems, but they involved social
problems that were experienced due to natural disasters and
environmental problems. As for the 5th grade social studies
workbook, it included activities related to the themes of
education, natural disasters and environmental problems
within the same units with the coursebook, but there were no
activities related to the health theme in the workbook, and
five activities related to these three themes were included.
Figure 1. Social Problems Included in the 5th Grade Coursebook and
Workbook
In the 5th grade social studies coursebook, girls' not being
sent to school, the imbalance in the literacy rates of women
and men, lack of interest in reading and the education of
disabled individuals were mentioned as social problems.
These topics were evaluated under the theme of education.
Whereas girls' not being sent to school and lack of interest in
reading were directly shown as social problems in the
coursebook, the imbalance in the literacy rates of women and
men was given related to Atatürk's revolutions in the unit "I
Learn My Rights", and the problems individuals experienced
in this respect were explained. With regard to the education
of disabled individuals given in the unit "One Country One
Flag", the difficulties disabled individuals and their families
had were included as well as the solutions implemented for
these problems. As for the 5th grade workbook, the activity
“Let's Go to School, Girls!” was included about education in
the unit "I Learn My Rights".
The topics of using drugs harmful to health, traffic
accidents and contagious diseases, which were shown as
social problems, were evaluated under the health theme. In
the unit "Turkey, Step By Step" of the coursebook, it was
mentioned that many people died due to contagious diseases
by referring to the diseases experienced in the years of war
by saying “We lost more people from contagious diseases
like measles, cholera and tuberculosis than we did in the
War of Independence” (p. 41). Students were asked to
prepare projects providing solutions for the problems
regarding the use of drugs harmful to health and traffic
accidents in the unit "I Learn My Rights". However, no
activities related to the health theme were included in the 5th
grade workbook.
The topics of weather events, environmental pollution,
unconscious use of natural resources and global warming,
Universal Journal of Educational Research 4(4): 856-867, 2016 859
which were given as social problems in the 5th grade
coursebook, were evaluated under the theme of
environmental problems. The news presented under the title
“Snow barrier to education” in the unit "Let's Learn About
Our Region" of the 5th grade coursebook reads as follows:
Due to the snowfall that has affected Kütahya for the
last three days, education is suspended in the schools
located in the city centre and the districts of Altıntaş,
Dumlupınar and Hicarcık as well as the elementary
schools with mobile education located in Emet and
Çavdarhisar districts. The snowfall also caused the
closure of 330 village roads in the districts of Altıntaş,
Dumlupınar, Aslanapa, Emet and Çavdarhisar [51].
This excerpt can be shown as an example to social
problems that the local community experienced in
transportation and education due to the snowfall. In the same
unit of the 5th grade workbook, a survey activity related to
the unconscious use of natural resources was also included
with regard to the theme of environmental problems.
With respect to the theme of natural disasters, it included
the difficulties and problems that masses had following the
disasters that happened in Turkey such as erosion,
earthquake, snow slide, flood and fire In addition, those
disasters that happened outside Turkey, such as the
earthquake in Pakistan and the tsunami in Japan, were also
mentioned. In the coursebook, a piece of news titled “5
Million Affected” telling the earthquake in Pakistan and the
following social and economic problems were presented.
As a result of the rainfalls in September and October,
240 people are dead in the floods which engulfed the
Sind Province in southern Pakistan, and more than 5
million had to leave their homes. In the region where
700 thousand houses were damaged due to the floods,
agriculture and stock breeding, which are vitally
important for the country's economy, got a severe blow.
1,5 million hectares of farmland were submerged, 688
thousand hectares of cultivated land were damaged, and
hundreds of thousands of small and large animals
perished [51].
In the unit "Let's Learn About Our Region" of the 5th grade
workbook, activities mentioning the damages of natural
disasters and Turkey’s history of earthquakes were given
along with the “Kızılırmak Folk Song” under the theme of
natural disasters [52].
3.1.2. Findings on 6th grade coursebook and workbook
In the 6th grade social studies coursebook, social
problems were mentioned in five units, being "Life on
Earth", "Turks on the Silk Road", "Our Country's
Resources", "Our Country and the World", and "the
Electronic Century", while the rest of the units did not
include any reference to social problems.
Based on the social problems found in the 6th grade social
studies coursebook, four themes, which are environmental
problems, health, natural disasters and violation of human
rights, were revealed. While the issues evaluated under the
themes of environmental problems, health and violation of
human rights were given directly as social problems, those
evaluated under the theme of natural disasters referred to
social problems occurred due to natural disasters. In this
regard, it can be stated that the theme of natural disasters
was not included in the coursebook as a social problem by
itself, but the difficulties experienced as a result of natural
disasters were considered as social problems. As for the 6th
grade social studies workbook, it included activities related
to the themes of environmental problems, health and wage
theft within the same units with the coursebook, but there
were no activities related to the theme of natural disasters in
the workbook, and six activities related to these three
themes were included.
Figure 2. Social Problems Included in the 6th Grade Coursebook and
Workbook
Environmental problems was one of the themes revealed
based on the social problems identified in the 6th grade
coursebook. In the coursebook, the social problems related to
environmental pollution, unconscious use of natural
resources and extinction of species were evaluated under the
theme of environmental problems. The statements in the 6th
grade coursebook such as “excessive hunting of seals and
whales at the poles causes the danger of their extinction” (s.
39) can be shown as examples of the social problems that can
emerge related to environmental problems. In addition, in the
unit "Our Country's Resources" of the coursebook, a reading
text titled “The ecological problems caused by the tanker
accident” explained how a tanker accident happened in the
Black Sea affected the lives of species [53]. In the 6th grade
workbook, activities which are designing projects, preparing
posters to improve sensitivity to environment, and “Hand in
hand in difficult times” for environmental pollution were
included in the units "Life on Earth", "Our Country's
Resources", and "Our Country and the World".
Environmental problems were another theme revealed
based on the social problems identified in the 6th grade
860 Social Problems in Turkish Social Studies Coursebooks and Workbooks
coursebook. Under this theme, social problems related to
contagious diseases were included. With regard to
contagious diseases in the unit "Electronic Century" of the
coursebook, diseases such as AIDS, bird flu, swine flu,
typhoid, tuberculosis and hepatitis B-C, and the destruction
caused by these diseases on human body were mentioned.
Besides, while presenting historical issues in the unit "Turks
on the Silk Road", it was also mentioned that contagious
diseases are so important as a social problem that they can
force people to emigrate. As for the unit "Electronic
Century" in the 6th grade workbook, it included a poster
activity titled "Contagious diseases".
The last theme revealed in the 6th grade coursebook was
natural disasters. In the coursebook, the difficulties and
problems that masses experience after the natural disasters in
Turkey and the world such as erosion, earthquake and fire. In
the unit "Our Country and the World" of the coursebook, it
was highlighted that the problems experienced had a
cause-effect relationship with each other by mentioning that
some of the natural disasters happened in Turkey were due to
the unconscious use of natural disasters and these disasters
caused deaths. In addition, the earthquake in Pakistan and the
tsunami in Japan were mentioned under the topic “The
Whole World Hand in Hand” and these pieces of news were
the same with the 5th grade coursebook. However, no
activities related to the theme of natural disasters were found
in the 6th grade workbook.
Under the theme of the violation of human rights, the topic
“Anti-Piracy” was included, and it was emphasised that
unauthorised reproduction of copyright material does not
only have serious damages to individuals but also to the state
in terms of economy, and this is one of the important
problems in Turkey lately. With respect to this theme, in the
same unit of the 6th grade workbook, an activity titled “Say
No to Piracy” was included, and students were asked to
prepare a poster on this topic [54].
3.1.3. Findings on 7th grade coursebook and workbook
In the 7th grade social studies coursebook, social problems
were mentioned in five units, being "Communication and
Human Relations", "Population in Our Country", "Economy
and Social Life", "Living Democracy", and "Bridges
Between Countries", while the rest of the units did not
include any reference to social problems.
Based on the social problems found in the 7th grade social
studies coursebook, four themes, which are environmental
problems, population, health and war, were revealed. While
the issues evaluated under the themes of environmental
problems, health and war were given directly as social
problems, those evaluated under the theme of population
referred to social problems occurred due to the rapid growth
of population. In this regard, it can be stated that the theme of
population was not included in the coursebook as a social
problem by itself, but the difficulties experienced as a result
of the population growth such as immigration,
unemployment and irregular urbanisation were considered as
social problems. Besides, it was found that the social
problems given under the theme of environmental problems
in the coursebook such as immigration and natural disasters
were emphasized to be the source of other social problems.
As for the 7th grade social studies workbook, it included
activities related to the themes of environmental problems,
health and population within the same units with the
coursebook, but there were no activities related to the themes
of health and war in the workbook, and five activities related
to the other two themes were included.
Figure 3. Social Problems Included in the 7th Grade Coursebook and
Workbook
Environmental problems was one of the themes revealed
based on the social problems identified in the 7th grade
coursebook. In the coursebook, the social problems related to
environmental pollution, destruction of forests, extinction of
species and global warming were evaluated under the theme
of environmental problems. The following statements
presented in the unit "Bridges Between Countries" can be
given as an example of the negative effect of global warming
on species:
The extension of ice-free period with global warming
causes hunger in polar bears living in the Arctic. The
polar bears who couldn't find food have started to eat
each other. Environmentalists point out that polar bears
may become extinct until the end of this century with
the melting ice caps due to global warming [55].
In addition, the same unit of the coursebook also included
a topic titled “Global Warming” which explains that ice caps
are melting due to climate change because of global warming,
and the rise in sea levels as a result of this melting lead to the
Hurricane Katrina in America. In the book, it was
emphasized that a social problem can cause other local and
global social problems by mentioning the deaths and other
social problems such as contagious diseases, homelessness
and economic difficulties as a result of the hurricane. In the
7th grade workbook, the unit "Communication and Human
Universal Journal of Educational Research 4(4): 856-867, 2016 861
Relations" included the Greenpeace actions within an
activity titled “Save the Mediterranean with a Click” related
to the theme of environmental problems, and the unit "Living
Democracy" included the garbage problem within an activity
titled “Those Who Direct the Agenda”. Besides, the unit
"Bridges Between Countries" included a piece of news titled
“The World is Warming Up”, a concept map and problem
solving activities.
Health was another theme revealed based on the social
problems identified in the 7th grade coursebook. Under this
theme, social problems related to contagious diseases were
included in the unit "Bridges Between Countries". In the
coursebook, the contagious diseases such as AIDS and
malaria, and organisations fighting against these diseases
such as the World Health Organization (WHO) were
presented under the title of social problems. In the 7th grade
workbook, although there were no activities directly related
to the health theme, the concept map activities of the
environmental problems were associated with health.
Another theme revealed in the 7th grade coursebook was
the war theme. Under this theme, social problems
experienced in World War I and afterwards presented in the
unit "Bridges Between Countries" were included. In the
coursebook, while it was told that war affect people as a
social problem, how the difficulties experienced in war
affect people was also mentioned with the statement “We lost
thousands of our soldiers because of contagious diseases
and cold” (p. 166) [55]. In the 7th grade workbook, although
there were activities included related to the war theme, these
were in the intellectual dimension and no activities were
included with regard to the social problems caused by war.
The last theme revealed from the 7th grade coursebook was
population. The social problems in the coursebook related to
unemployment, irregular urbanisation, immigration,
inadequate infrastructure, traffic problem and poverty were
evaluated under the population theme. In the unit "Life on
Earth" of the 7th grade coursebook, the following statements
were included to show what problems are experienced in
human life as a result of rapid population growth:
The population of our major cities, particularly that of
İstanbul, increases rapidly every passing day as a result
of the imbalance in the distribution of population. Thus,
our people living in cities face various problems. The
main problems include unemployment, irregular
urbanisation, inadequate infrastructure and traffic jam
[55].
Besides, in the coursebook, it was emphasized that people
have to immigrate due to rapid population growth with the
statement “Some people move to another city or country
from their birth place due to reasons such as meeting their
economic needs and make their living” (p.44). In the unit
"Population in Our Country" of the 7th grade workbook, the
activities “Population Problems” and “Results of
Immigration” were included related to the population theme
[56].
3.2. Findings on the Coursebooks and Workbooks of the
Ministry of National Education
3.2.1. Findings on 6th grade coursebook and workbook
Social problems were found to be mentioned in all the
units of the 6th grade social studies coursebook. Based on the
social problems found in the coursebook, five themes, which
are environmental problems, health, natural disasters,
population and violation of human rights, were revealed.
While the issues evaluated under the themes of
environmental problems, health, population, and violation of
human rights were given directly as social problems, those
evaluated under the theme of natural disasters referred to
social problems occurred due to natural disasters. In this
regard, it can be stated that the theme of natural disasters was
not included in the coursebook as a social problem by itself,
but the difficulties experienced as a result of natural disasters
were considered as social problems. As for the 6th grade
social studies workbook, it included activities related to the
themes of environmental problems, health, natural disasters,
and violation of human rights within the same units with the
coursebook, but there were no activities related to the
population theme in the workbook, and nine activities related
to the other four themes were included.
Figure 4. Social Problems Included in the 6th Grade Coursebook and
Workbook
Environmental problems were the first of the themes
revealed based on the social problems identified in the 6th
grade coursebook. In the coursebook, the social problems
related to environmental pollution, unconscious use of
natural resources, global warming, destruction of forests, and
extinction of species were evaluated under the theme of
environmental problems. In the 6th grade courseboook, this
theme can be exemplified with the topic of how unconscious
use of natural resources affects the life of species in a section
titled “The World is Alarming” in the unit "Resources of Our
Country", and the news titled “To Save the Black Sea”
describing the rapid pollution growth in the Black Sea in the
862 Social Problems in Turkish Social Studies Coursebooks and Workbooks
unit "Our Country and the World". As for the 6th grade
workbook, it included the activities “What could be the
solution?”, “What is the solution?”, “Do Not Let Turkey
Become a Desert”, “Town of Ulubey” and “Let's Collect
Waste Batteries” in the units "I Learn Social Studies" and
"Resources of Our Country" in parallel to the coursebook
[58].
Health was another theme revealed based on the social
problems identified in the 6th grade coursebook. These
social problems related to contagious diseases, malignant
diseases and need for blood were evaluated under the health
theme. In the unit "Electronic Century" of the coursebook,
the Crimean-Congo haemorrhagic fever (CCHF) and flu
were mentioned, and the damages that these diseases cause
in human life and the ways of protection from them were
described [57]. Besides, it was emphasized in the same unit
that the number of donors should increase gradually by
attracting the attention to blood donation. In the 6th grade
workbook, the newspaper article titled “Medicine and the
Society” was presented in the unit "Electronic Century" [58].
Another theme revealed in the 6th grade coursebook was
natural disasters. Under this theme, the unit "Our Country
and the World" of the coursebook included the problems that
masses experience after floods and earthquakes in various
countries and the help sent by Turkey to these countries. The
unit "Resources of Our Country" of the 6th grade workbook
included the activity "Do Not Let Turkey Become a Desert"
related to erosion.
In the units "I Learn Social Studies", "Turks on the Silk
Road", "Adventure of Democracy" and "Electronic Century"
of the 6th grade coursebook, the topics of violence against
women, rights of disabled individuals, gender discrimination,
wage theft, and discrimination were evaluated under the
theme of violation of human rights. In the coursebook, it was
emphasized that today, disabled individuals experience great
difficulties due to architectural inadequacies, and individuals
suffer from piracy. Besides, examples related to human
rights were provided from the history, and the incidents of
violence against women happened in the pre-Islamic period
and the gender discrimination in pre-Republican period were
mentioned. The 6th grade workbook also included the
activities titled “What Could Be the Solutions?” and “We Are
Against Piracy” [58].
The last theme revealed from the social problems in the 6th
grade coursebook was population. Related to this theme, the
traffic problem due to the rapid population growth was
mentioned in the unit "I Learn Social Studies", and that
various difficulties were experienced in the history because
of the population growth and this growth caused immigration
was given in the unit "Turks on the Silk Road". However, no
activities were included in the 6th grade workbook in this
respect.
3.2.2. Findings on 7th grade coursebook and workbook
Social problems were found to be mentioned in all the
units of the 7th grade social studies coursebook. Based on the
social problems found in the 7th grade social studies
coursebook, seven themes, which are environmental
problems, population, war, health, immigration, education,
and violation of human rights, were revealed. While the
issues evaluated under the themes of environmental
problems, health, war, education and violation of human
rights were given directly as social problems, those
evaluated under the themes of population and immigration
referred to social problems occurred due to the rapid growth
in population and immigration. In this regard, it can be stated
that the themes of population and immigration were not
included in the coursebook as a social problem by
themselves, but the issues such as unemployment and
irregular urbanisation experienced as a result of the
population growth and immigration were considered as
social problems. As for the 7th grade social studies workbook,
it included activities related to the themes of environmental
problems, immigration, health, war and population within
the same units with the coursebook, but there were no
activities related to the themes of education and violation of
human rights in the workbook, and eight activities related to
the other five themes were included.
Figure 5. Social Problems Included in the 7th Grade Coursebook and
Workbook
Environmental problems was one of the themes revealed
based on the social problems identified in the 7th grade
coursebook. In the coursebook, the social problems related to
environmental pollution, destruction of forests, unconscious
use of natural resources, global warming, and the resulting
climate change and desertification were evaluated under the
theme of environmental problems. In the unit "Living
Democracy" of the 7th grade coursebook, the text titled
“Pollution Alert in Creek”(p. 158) under the topic
“Environment Law Is the Concern of All of Us” can be shown
as an example of social problems related to environmental
problems. Besides, in the topic titled “Global Solutions to
Global Problems” in the unit "Bridges Between Countries"
of the coursebook, it was emphasized that environmental
pollution is not only a national matter but also a global issue,
and constitutes a major threat for the world by saying “Soil,
Universal Journal of Educational Research 4(4): 856-867, 2016 863
water, air are all polluted rapidly, and the greenhouse
gasses accumulated in the atmosphere cause global
warming and climate change. In the process of climate
change, more severe drought, floods, storms, contagious
diseases and environmental pollution threaten our world” (p.
176) [59]. Similar to the coursebook, the 7th grade workbook
also included the activity “The First City That Technology
Changed” in the unit "Economy and Social Life" and
preparing posters, drawing caricatures and problem solving
tasks under the activity “From the Perspective of
Caricatures” in the unit "Bridges Between Countries" [60].
Immigration was another theme revealed based on the
social problems identified in the 7th grade coursebook. Under
this theme, the social problems that cause immigration and
that are caused by immigration were dealt with, and ethnic
and religious pressures and brain drain were mentioned.
Besides, it was highlighted that population growth also
caused immigration. The following statements presented in
the unit "Population in Our Country" of the 7th grade
coursebook describe how the social problems caused by
immigration affect human life:
Immigration from the countryside leads to population
growth in cities. The rapid growth of population causes
housing shortage. The settlement areas expand as a
result of immigration, and industrial facilities becomes
part of the city. The agricultural fields in the immediate
environment start to be used for different purposes. As
is seen in the photograph on the left hand side, the
traffic get busier. Schools and hospitals can no longer
meet the demand. Investments towards population
growth also become a burden for the country's economy
[59].
At the same time, the social problems that cause
immigration were also provided in the coursebook. With
respect to immigration, the coursebook provided the
following statements:
With the Lozan Treaty following the War of
Independence, the population exchange aggreement
was signed between Turkey and Greece. Accordingly,
Turks migrated from Greece to Turkey, and Greeks
from Turkey to Greece. Due to regime, ethnic and
religious pressures, a number of our compatriots living
in the Balkans migrated to Anatolia [59].
In these statements, the issue of population exchange was
explained, and it was emphasized that elements such as
terrorism, war, ethnic and religious pressures, and regime
also cause immigration. As for the 7th grade workbook, it
included the activities titled “Now, Migration for Water” and
“Our New Homeland”, and a performance project titled
“From where we were born to where we make our living”
[60].
Population was another theme revealed from the 7th grade
coursebook. The social problems in the coursebook related
to unemployment, irregular urbanisation, immigration,
inadequate infrastructure, traffic problem and poverty were
evaluated under the population theme. These themes were
also associated with the immigration theme. In the unit
"Population of Our Country" of the 7th grade coursebook, it
was emphasized that population growth also causes other
social problems by saying "The world's population, which
gets close to seven billion people, continues to grow rapidly.
Rapid population growth and the consequent increase in
consumption drain the natural resources of the world as
well as cause many global problems” (p. 45) [59]. In
addition, it was highlighted that the rapidly growing
population in Turkey also causes the unemployment
problem. Based on these examples, it can be stated that
students' interest was attracted both national and global
problems with regard to the population theme in the
coursebook. Moreover, the unit "Population of Our
Country" of the 7th grade workbook included an activity
titled "Population as the Machine of Development".
Another theme revealed in the 7th grade coursebook was
the war theme. The social problems due to the wars and civil
wars throughout the history as well as terrorism, and class
and boundary conflicts were evaluated under the war theme.
In the coursebook, it was mentioned that war and terrorism
are global social problems and have serious effects on people.
Besides, the United Nations, which was found to ensure
international peace and security, was also mentioned. As for
the 7th grade workbook, although there were no activities
directly related to the war theme, the problems caused by war
were mentioned in an activity titled "Media" in the unit
"Communication and Human Relations".
In the 7th grade coursebook, women and child workers,
colonialism, slavery, and gender discrimination were
evaluated under the theme of violation of human rights. In
the unit "Economy and Social Life" of the coursebook, it was
stated that the working class that emerged with the industrial
revolution caused various social problems, and the number
of women and child workers increased every other day. In
addition, while elaborating on history in the same unit,
colonialism and people who worked as slaves were also
mentioned. However, no activities were included in the 7th
grade workbook with respect to this theme.
Health was another theme revealed based on the social
problems identified in the 7th grade coursebook. The social
problems related to contagious diseases and death were
evaluated under this theme. In the coursebook, it was pointed
out that contagious diseases like AIDS and malaria are a
global social problem. As for the 7th grade workbook, the
activity titled "Towards the Solution" was included, and that
the average life expectancy is 32 years in Swaziland due to
the HIV virus and tuberculosis.
The last theme revealed from the 7th grade coursebook was
education. In the unit "Population of Our Country" of the
coursebook, the social problems due to girls' not being sent
to school and the literacy rate were included in related to the
education theme. However, these problems were not dealt
with separately, but it was mentioned that they were social
problems. On the other hand, no activities were included in
the 7th grade workbook in this respect.
864 Social Problems in Turkish Social Studies Coursebooks and Workbooks
During the research process, it was observed that the
techniques used related to social problems showed variation
across the publishers. Whereas the workbooks published by
private publishing companies included activities such as
preparing posters, question-answer, crossword puzzles,
problem solving, and preparing projects, the workbooks of
the Ministry of National Education were observed to contain,
in addition to those in the private publishers' books, activities
of fish bone, composition writing and newspaper articles.
3.3. Comparison of the Courseboks and Workbooks of
the Ministry and Private Publishers in terms of their
Inclusion of Social Problems
As is shown in Table 1, the social studies coursebooks and
workbooks published by the Ministry and the private
publishing firms were different from each other in terms of
their inclusion of social problems. In the coursebooks and
workbooks that were prepared based on the same curricula,
there were eight units in 5th grade, seven units in 6th grade
and seven units in 7th grade. It was found that in the 5th grade
coursebooks and workbooks, social problems were included
in five of the eight units, and these five units contained the
themes of education, health, natural disasters, and
environmental problems. Since only the coursebook and
workbook published by a private firm, Evren Publishing,
was used in 5th grade, it was not possible to make a
comparison between the books of the private publishers and
the Ministry for this grade level.
In the 6th grade coursebooks and workbooks, there are
seven units in total. Those of the private firms included
social problems in five of these seven units, and these five
units contained four themes, which were environmental
problems, health, natural disasters, and human rights. On the
other hand, those of the Ministry included social problems in
all of the seven units, and in addition to the themes in the
private firm counterparts, the books of the ministry also
touched upon the population theme and thus contained five
themes. In this regard, it can be stated that the coursebook
and workbook of the Ministry included more themes related
to social problems in more units compared to those of the
private firms.
The 7th grade social studies coursebooks and workbooks
included seven units. Those of the private firms incorporated
social problems in five of these seven units, and these five
units had four themes, which were environmental problems,
health, population, and war. On the other hand, those of the
Ministry included social problems in all of the seven units,
and in addition to the themes contained in the books of the
private firms, the books of the ministry also had themes of
violation of human rights, immigration, and education, and
thus, contained a total of seven themes. Therefore, it can be
said that the coursebook and workbook of the Ministry
included more themes related to social problems in more
units compared to those of the private firms.
Table 1. Comparison of the coursebooks and workbooks in terms of social problems
Grade Coursebooks and Workbooks of Private Publishers Coursebooks and Workbooks of the Ministry
Number of Units
Number of Units
Including Social
Problems
Number of
Themes Related
to Social
Problems
Number of Units
Number of Units
Including Social
Problems
Number of Themes
Related to Social
Problems
5th 8 5 4 8 5 4
6th 7 5 4 7 7 5
7 th 7 5 4 7 7 7
Universal Journal of Educational Research 4(4): 856-867, 2016 865
4. Results, Discussion and Suggestions
Based on the findings obtained from the social studies
coursebooks and workbooks published by private
publishing companies, four themes were revealed from the
social problems given in all grade levels. In this sense, the
themes of education, health, natural disasters and
environmental problems were found in the 5th grade
coursebook and workbook, the themes of environmental
problems, health, natural disasters and violation of human
rights in the 6th grade coursebook and workbook, and the
themes of environmental problems, population, health and
war in the 7th grade coursebook and workbook. In addition
to the four themes revealed in each grade level, five
activities were included in the 5th grade workbook, six
activities in the 6th grade workbook, and five activities in
the 7th grade workbook. While the themes of education,
health, violation of human rights and war were regarded
directly as social problems in the social studies coursebooks
and workbooks of the private publishers, it was emphasized
that the themes of natural disasters, environmental problems
and population were not social problems by themselves, but
they were causes to other social problems.
Based on the findings obtained from the social studies
coursebooks and workbooks published by the Ministry, four
themes were revealed in 5th grade, five themes in 6th grade,
and seven themes in 7th grade. Social problems were found to
be shaped by the themes of education, health, natural
disasters and environmental problems in the 5th grade
coursebook and workbook, the themes of environmental
problems, health, natural disasters, population and violation
of human rights in the 6th grade coursebook and workbook,
and the themes of environmental problems, population, war,
health, immigration, education and violation of human rights
in the 7th grade coursebook and workbook. In addition, based
on the grade levels, five activities were included in the 5th
grade workbook, nine activities in the 6th grade workbook,
and eight activities in the 7th grade workbook. While the
themes of education, health, violation of human rights and
war were regarded directly as social problems in the social
studies coursebooks and workbooks published by the
Ministry, it was emphasized that the themes of natural
disasters, environmental problems, immigration and
population were not social problems by themselves, but they
were causes to other social problems.
Comparing the themes and activities of social problems in
the coursebooks and workbooks of the private publishers and
the Ministry, it was found that the books published by the
Ministry gave wider coverage to social problems than those
published by the private publishers. Besides, the books of the
Ministry included more activities and more diverse themes
than those of the private publishers. For example, although
immigration was covered in the books by both types of
publishers as a topic, those of the private publishers did not
regard immigration as a social problem, whereas the books
of the Ministry presented immigration as well as its causes
and results as a social problem.
With respect to poverty, Yakar [43] found that it was
included as a social problem in the unit "Bridges Between
Countries" of the 7th grade social studies coursebook, while
Adalar [1] revealed that it was not included as a social
problem in the social studies coursebooks. Therefore, the
results of this study and other studies in the literature show
differences. Moreover, this study is also different in terms of
examining the social problems in workbooks in addition to
coursebooks.
The workbooks of both types of publishers also showed
differences in terms of the activities they included. The
workbooks of the private publishers mostly included
activities such as newspaper articles, concept maps,
preparing posters, crossword puzzles, preparing projects and
problem solving, whereas those of the Ministry included, in
addition, activities such as fish bone and composition
writing.
In the coursebooks of both types of publishers, social
problems were found to be included in both national and
global contexts. Similar to this result of the study, Yakar [43]
also revealed that poverty was dealt with in both global and
national contexts. Besides, social problems were not only
included within current events, but also events in the history.
However, it was also found that some of the examples given
during the presentation of certain topics were repeated in
different grade levels.
In the study, the social studies coursebooks and
workbooks of the private publishers were determined to
include less social problems than those of the Ministry did.
Based on this result, it can be suggested that private
publishing companies should give more coverage to social
problem in their social studies coursebooks and workbooks.
Besides, there were fewer explanations related to social
problems in the explanation section of the social studies
curricula, when considered how social problems were
included in the social studies coursebooks. In the study, it
was found that the examples towards social problems were
repetitive in the coursebooks. Therefore, examples should be
made diverse. In addition, the social problems in the social
studies coursebooks and workbooks should be updated and
made more interesting.
REFERENCES
[1] H. Adalar. Bağımlılık ve Bağımlılar. In: A. Ocal, editor.
Dezavantajlı Gruplar ve Sosyal Bilgiler Öğretimi. Pegem
Akademi, Ankara, 2015, 142-170.
[2] N. Adak. Sosyoloji ve Sosyal Problemler. In: N. Adak (Ed.),
Sosyal Problemler Sosyolojisi. Ankara: Siyasal Kitabevi.
2009, 15-34.
[3] A. Altınok. Sosyal Katılım Faaliyetlerinin 12-14 Yaş Grubu
Öğrencilerinin Sosyal Problemlere Olan Duyarlılıklarına
Etkisi. Unpublished Master Thesis, Aksaray Üniversitesi,
Aksaray, 2012.
866 Social Problems in Turkish Social Studies Coursebooks and Workbooks
[4] A. Altun. Yapılandırmacı Yaklaşım, Sosyal Bilgiler
Programları ve Ders Kitapları. In: B. Akbaba (Ed.), Konu
Alanı Ders Kitabı Inceleme Kılavuzu Sosyal Bilgiler. Pegem
Akademi, Ankara, 1-28, 2013.
[5] P. Archer. Towards a Theory of Interest Claims in
Constructing Social Problems, Qualitative Sociology Review,
Vol.11, No: 2, 47-60, 2015.
[6] P. J. Barber, K. K. Walczak. Conscience and Critic: Peer
Debriefing Strategies in Grounded Theory Research.
American Educational Research Association (AERA),
California, 1-19, 2009.
[7] A. B. I. Bernardo, J. H. Liu. Sharpening Our Understanding of
Social Problems in Asian Societies: The Roles of Culture and
Theory in Socially Engaged Social Psychology. Journal of
Pasific Rim Pschology. Vol. 9, No: 2, 43-49, 2015.
[8] I. Boldiş. Youth Transition from Care to Independent
Adulthood: A Social Problem?, Revista de Asistenţa Sociala.
Vol: 13, No: 4, 101-119, 2014
[9] Ş. Büyüköztürk, E. Kılıç Çakmak, Ö. E. Akgün, Ş. Karadeniz,
F. Demriel. Bilimsel Araştırma Yöntemleri. (Extended 12.
Edition). Pegem Akademi, Ankara, 2012.
[10] Ö. Demirel, K. Kıroğlu. Eğitim ve Ders Kitapları. In: Ö.
Demirel, K. Kıroğlu (Eds.), Konu Alanı Ders Kitabı
İncelemesi, Pegem Yayıncılık, Ankara, 1-11, 2005.
[11] Z. Eisikovits, C. Koren, T. Band-Winterstein. The Social
Construction of Social Problems: The Case of Elder Abuse
and Neglect. International Psychogeriatrics, Vol: 25, No: 8,
1291-1298, 2013.
[12] Ö. Eryılmaz. Sosyal Bilgiler Derslerinde Güncel Olaylardan
Yararlanmanın Öğrencilerin Sosyal Problemlere
Duyarlılıklarına Etkisi. Unpublished Master Thesis, Anadolu
University, Eskişehir, 2015.
[13] V. A. Ferrer-Perez, E. Bosch-Fiol. Gender Violence as a
Social Problem in Spain: Attitudes and Acceptability, Sex
Roles, Vol: 70, 506-521. 2014.
[14] C. A. Fogel. Social Problems in Canadian Ice Hockey: An
Exploration through Film. Physical, Culture and Sport
Studies and Research. Vol: 64, 64-70, 2014.
[15] E. Friesem. Dialogue on Media Representations of Social
Problems: Enhancing Civic Engagement by Uncovering
Implicit Knowledge Accumulated from the Media, Journal of
Communication Inquiry, Vol: 40, No: 1, 46-66, 2016.
[16] S. F. Hassane, A. S. Abdullah. Exploring the most Prevalent
Social Problems in the United Arab Emirates. International
Journal of Academic Research, Vol: 3, No: 2, 572-577, 2011.
[17] N. Jarrett, I. Scott, J. Addington-Hall, Z. Amir, S. Brearley, L.
Hodges, A. Richardson, M. Sharpe, Z. Stamataki, D. Stark, C.
Siller, L. Ziegler, C. Foster. Informing Future Research
Priorities into the Psychological and Social Problems Faced
by Cancer Survivors: A Rapid Review and Synthesis of the
Literature, European Journal of Oncology Nursing, Vol: 17,
510-520, 2013.
[18] S. Kızılçelik. Sanayileşme ve Kentleşme Süreci ile Ortaya
Çıkan Bazı Sosyal Problemlerin Suça Etkisi Üzerine
Sosyolojik Düzeyde Teorik Bir Çalışma. Unpublished Master
Thesis, Hacettepe Üniversitesi, Ankara, 1991.
[19] W. Kornblum, J. Julian. Social Problems (Seventh Edition).
Prantice Hall, New Jersey, 1991.
[20] B. O. Larsen, L. Jensen, T. P. Jensen. Transitions in Secondary
Education: Ex4ploring Effects of Social Problems, Research
in Social Stratification and Mobility, Vol. 38, 32-42, 2014.
[21] T. Lemoyne, J. M. Davis. Debunking Common Sense and the
Taken For Granted: A Pedagogical Strategy for Teaching
Social Problems, Teaching Sociology, Vol: 39, No: 1,
103-110, 2011.
[22] A. Leon-Guerrero. Social Problems: Community, Policy, and
Social Action, Pine Forge Press, California, 2005.
[23] J. J. Macionis. Social Problems (Sixth Edition), Pearson, 2015.
[24] J. N. Maples, W. V. Taylor. Writing Children’s Books in
Sociology Class: An Innovative Approach to Teaching Social
Problems to Undergraduate Students, International Journal of
Teaching and Learning in Higher Education, Vol: 25, No: 3,
358-368, 2013.
[25] A. Mardache. Community of Predeal a Diagnosis of Social
Problems. Bulletin of the Transilvania University of Braşov,
Vol: 3, No: 52, 34-40, 2010.
[26] MEB (2005). Sosyal Bilgiler 4.-5. Sınıf Programı. Talim ve
Terbiye Kurulu Başkanlığı. Online available from
http://ttkb.meb.gov.tr/program2.aspx?islem=2&kno=39.
[27] D. Michailakis, W. Schirmer. Social Work and Social
Problems: A Contribution from Systems Theory and
Constructionism. International Journal of Social Welfare, Vol:
23, 431-442, 2014.
[28] M. Morris. Linking Social-Problem Models to
Needs-Assessment Methodology in the Teaching of
Evaluation, The American Sociologist, 2015, Online
available fromhttp://link.springer.com/article/10.1007%2Fs
12108-015-9265-x .
[29] E. Neiterman. Constructing and Deconstructing Teen
Pregnancy as a Social Problem, Qualitative Sociology
Review, Vol: 8, No: 3, 25-47, 2012.
[30] M. A. Nissen. In Search for Sociology of Social Problems for
Social Work. Qualitative Social Work, Vol: 13, No: 4,
555-570, 2014.
[31] Nordik Council for Alcohol and Drug Research. Journalists,
Administrators and Business People on Social Problems: A
Study around Baltic Sea. In: S. Hanhinen, J. Törrönen (Eds.),
NAD Publication, Helsinki, 1998.
[32] A. Öcal, H. Demirkaya, A. Altınok. İlköğretim Öğrencilerine
Yönelik Sosyal Duyarlılık Ölçeğinin Geliştirilmesi. Pegem
Journal of Education and Instruction, Vol: 3, No: 1, 67-76,
2013.
[33] A. V. Pashkevich. Upper-Grade Students' Attitudes toward
Social Problems. Russian Social Science Review, Vol: 52, No:
5, 25-33, 2011.
[34] F. Poletta, C. Tomlinson. Date Rape After The Afterschool
Special: Narrative Trends in the Televised Depiction of
Social Problems, Sociological Forum, Vol: 29, No: 3,
527-548, 2014.
[35] C. B. Sanders, T. Christensen, C. Weston. Constructing Crime
In A Database: Big Data and the Mangle of Social Problems
Work, Qualitative Sociology Review, Vol: 11, No: 2,
Universal Journal of Educational Research 4(4): 856-867, 2016 867
181-195, 2015.
[36] W. Scott, Y. Suh. Standardizing the Essential Knowledge,
Skills, and Attitudes for Democratic Life: A Content Analysis
of Virginia Standards of Learning and Social Studies
Textbooks, the Social Studies, Vol: 106, No: 3, 92-103, 2015.
[37] I. Skreitule-Pikše, I. Bite, M. Raščevska, S. Sebre, A.
Koļesovs, I. Damberga, B. Martinsone. Social Problems of
Children with Language Impairment: Associations with
Other Behavioral Problems, Adaptive Behavior, and Intellect.
Baltic Journal of Psychology, Vol: 15, No: 1,2, 73-86, 2014.
[38] Ü. Şentürk. Parçalanmış Aile Çocuk Ilişkisinin Sebep Olduğu
Sosyal Problemler (Malatya Uygulaması),Unpublished
Dissertation, İnönü Üniversitesi, Malatya, 2006.
[39] N. Tertemiz, L. Ercan, Y. Kayabaşı. Ders Kitabı ve Eğitimdeki
Önemi. In: L. Küçükahmet (Ed.), Konu Alanı Ders Kitabı
İnceleme Kılavuzu, Nobel Yayıncılık, Ankara, 34-66, 2011.
[40] A. Thio, J. Taylor. Social Problems, Jones&Barlett Learning,
Ontario, 2012.
[41] A. H. Van Houwelingen, W. P. J. Den Elzen, S. le Cessie, , J.
W. Blom, J. Gussekloo1. Consequences of Interaction of
Functional, Somatic, Mental and Social Problems in
Community-Dwelling Older People. Plos One, Vol: 10, No: 4,
1-11, 2015.
[42] I. Vardi. Quanifying Accidents: Cars, Statistics, and
Unintended Consequences in the Construction of Social
Problems over Time. Qual Sociol, Vol: 37, 345-367, 2014.
[43] H. Yakar. Yoksulluk. In: A. Öcal (Ed.), Dezavantajlı Gruplar
ve Sosyal Bilgiler. Pegem Akademi, Ankara, 18-41, 2015.
[44] A. Yıldırım, H. Şimşek. Sosyal Bilimlerde Nitel Araştırma
Yöntemleri. (9TH Extended Edition), Seçkin Yayıncılık,
Ankara, 2013.
[45] N. Zafar, R. Kausar. Emotional and Social Problems in
Divorced and Married Women, FWU Journal of Social
Sciences, Vol: 8, No: 1, 31-35, 2014.
[46] F. Zayimoğlu Öztürk. Engelliler ve Engellilik. In: A. Öcal
(Ed.). Dezavantajlı Gruplar ve Sosyal Bilgiler. Pegem
Akademi, Ankara, 46-68, 2015.
[47] A. Öztürk, E. Akdanoğlu. Küresel Problem. In:N. Adak (Ed.),
Sosyal Problemler Sosyolojisi, Siyasal Kitabevi, Ankara,
67-97.
[48] J. M. Ostrow. Social Sensitivity: A Study of Habit and
Experience, Unpublished Dissertation, Boston University,
Boston, 1988.
[49] A. Hassan, E. A. Blood, A. Pikcilingis, E. G. Krull, L.
McNickles, G. Marmon, S. Wylie, E. R. Woods, E. W.
Fleegler. Youths' Health-Related Social Problems: Concerns
Often Overlooked During the Medical Visit. Journal of
Adolescent Health, Vol: 53, 265-271, 2013.
[50] G. A. Bowen. Document Analysis as a Qualitative Research
Method. Qualitative Research Journal, Vol: 9, No: 2, 27-40,
2009.
[51] E. Ü. Karabıyık. İlköğretim Sosyal Bilgiler 5 Ders Kitabı.
Evren Yayıncılık, Ankara, 2014.
[52] E. Ü. Karabıyık. İlköğretim Sosyal Bilgiler 5 Öğrenci Çalışma
Kitabı. Evren Yayıncılık, Ankara, 2014.
[53] Z. Tekten. İlköğretim Sosyal Bilgiler 6 Ders Kitabı. Yakınçağ
Yayınları, Ankara, 2015.
[54] Z. Tekten. İlköğretim Sosyal Bilgiler 6 Öğrenci Çalışma
Kitabı. Yakınçağ Yayınları, Ankara, 2015.
[55] S. Tüysüz, S. Yıldırım. İlköğretim Sosyal Bilgiler 7 Ders
Kitabı. Tuna Matbaacılık, Ankara, 2010.
[56] S. Tüysüz, S. Yıldırım. İlköğretim Sosyal Bilgiler 7 Öğrenci
Çalışma Kitabı. Tuna Matbaacılık, Ankara, 2010.
[57] Milli Eğitim Bakanlığı. İlköğretim Sosyal Bilgiler 6 Ders
Kitabı. MEB Yayınları, Ankara, 2015.
[58] Milli Eğitim Bakanlığı. İlköğretim Sosyal Bilgiler 6 Öğrenci
Çalışma Kitabı. MEB Yayınları, Ankara, 2015.
[59] Milli Eğitim Bakanlığı. İlköğretim Sosyal Bilgiler 7 Ders
Kitabı. MEB Yayınları, Ankara, 2015.
[60] Milli Eğitim Bakanlığı. İlköğretim Sosyal Bilgiler 7 Öğrenci
Çalışma Kitabı. MEB Yayınları, Ankara, 2015.
