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Article History
Received: 04.06.2024
Accepted: 15.12.2024
Available online: 27.12.2024
Article Type: Research Article
https://dergipark.org.tr/tr/pub/adyuebd
Analysing the 4th Grade Social Studies
Book in Terms of Including Literary
Genres
Elif Sami1, Muhammet Fatih Doğan2
1Ministry of National Education, İstanbul, Turkey
2Dr., Tekirdağ, Turkey
ADIYAMAN UNIVERSITY
Journal of Educational Sciences
(AUJES)
To cite this article:
Sami, E., & Doğan, M. F. (2024). Analysing the 4th grade social studies book in
terms of including literary genres. Adiyaman University Journal of Educational
Sciences, 14(2), 141-150.
Adiyaman University Journal of Educational Sciences
Volume 14, Number 2, December 2024, Page 141-150
ISSN: 2149-2727
DOI: http://dx.doi.org/10.17984/adyuebd.1495914
Analysing the 4th Grade Social Studies Book in Terms of Including
Literary Genres
Elif Sami1, Muhammet Fatih Doğan2
1Ministry of National Education, İstanbul, Turkey
2Dr., Tekirdağ, Turkey
Abstract
Textbooks are a decisive and guiding tool in teaching lessons for reasons such as being prepared according to
learning outcomes and being accepted by the Ministry of National Education Board of Education and
Instruction. The Social Studies Curriculum mentions that the course should be supported with literary products
“by using genres such as legends, epics, tales, proverbs, true stories, folk songs and poems”. In this framework,
literary genres should be utilised in the content of textbooks to set an example. This study examines the social
studies textbooks taught in the 4th grade regarding the number of literary genres and their contexts. The
document analysis method, a qualitative research method, was used in this study. The collected data were
analysed via content analysis. As a result, it was determined that the most common genres in the textbook were
interviews, anecdotes, and biographies. The interview, the most common literary genre found in all units, was
analysed in terms of the contexts it addressed. The program's acquisitions, basic skills, values, and explanations
were considered.
Key words: Social studies, Textbook, Literary Product, Interview
Introduction
The social studies course utilises different disciplines. These disciplines comprise the social sciences, integrated
under the name “social studies” under a course title (Değirmenci Toraman, 2018). It is one of the most essential
courses that addresses concepts such as society, citizenship, interpersonal relations, and national and global
values (Aykaç, 2007).
Curricula are prepared based on the “General Objectives of Turkish National Education” and the
“Basic Principles of Turkish National Education” stated in Article 2 of the Basic Law on National Education
No. 1739. In the Social Studies Curriculum (2018), the primary purpose of education system is to raise
individuals with knowledge, skills, and behaviours integrated with our values and competencies, as well as the
importance of cultural awareness within the Turkish Qualifications Framework. In addition, regarding the
measurement and evaluation approach in curricula, education should include not only knowing (thinking) but
also feeling (emotion) and doing (action). Adolescence is a critical period for identity acquisition, and the
importance of taking individual development into account is emphasised by the statement that education
increases and manages social interactions that support identity acquisition in this period. Among the specific
objectives of the Social Studies Curriculum is to align with the identity acquisition processes of adolescents by
enabling them to “comprehend the fundamental elements and processes that shape Turkish culture and history,
recognize the importance of preserving and developing cultural heritage for fostering national consciousness”,
and “understand the significance of becoming virtuous individuals by embracing national, spiritual, and
universal values”. One of the issues expected to be considered in the implementation of the programme is stated
as follows:
“Social studies lessons should be supported with literary products using genres such as legends, epics,
tales, proverbs, folk tales, folk songs and poems. Students should be encouraged to read literary
products such as novels, historical novels, stories, memoirs, travelogues, and anecdotes. In addition,
gains deemed appropriate should be supported with traditional or modern art products such as painting,
music, miniature, engraving, calligraphy, sculpture, architecture, theatre, and cinema.” (MEB, 2018).
Human life is the primary source of literary products. As a result of being so intertwined with life and
being used for educational purposes throughout history, it has also found its place in formal education. When
social studies are considered a preliminary presentation of life in the classroom, the importance of using literary
Corresponding Author: Muhammet Fatih Doğan, mfdogan@gmail.com
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products can be understood more clearly. Both oral and written products allow the disciplines that make up
social studies to be transferred to the individual and the course to be taught in a way linked to life (Şimşek,
2015).
Education is an endeavour and even the art of gaining a perspective. When it is desired to create
sensitivity in the child and to raise cultural awareness, communication with literary texts provides an
opportunity to educate the children about their feelings and thoughts. Literature is a process that can help
children acquire democratic behaviour through intuition. Through literature that offers examples of different
experiences and ways of thinking, students can gain respect, tolerance, empathy, and identification skills for
other personalities. In this process, new experiences are acquired, and the children realise they can improve their
personality or make changes (Sever, 1998). In addition, Social Studies educators acknowledge that literary
studies help teach the course (Öztürk et al., 2014).
According to Oğuzkan (2006), children need literature because it provides numerous benefits.
Literature not only fosters a love of reading but also helps children become good citizens, discover life, and
develop their language skills. Additionally, it serves as a guide for behavioral change, encourages creative
activities in other areas, and enables readers to reflect on meaningful experiences.
The use of literary genres not only enables students to increase their knowledge of the subject but also
serves as a practical task in concretising abstract subjects, attracts students' attention to the lesson, increases
their motivation and thus their success in the course, and helps them gain various skills, such as critical thinking
(Kaymakçı, 2013).
This research aimed to examine the use of literary genres in the Social Studies textbook and sought to
answer the following questions:
1. How are literary genres used in the 4th-grade Social Studies textbook?
2. In which contexts are literary genres used in the Grade 4 Social Studies textbook?
Method
Research Model
Research model is a plan developed by the researcher in order to answer the questions or test the hypotheses of
the research. Research model is the organisation of the necessary conditions for collecting and analysing the
data in accordance with the purpose of the research and economic opportunity (Büyüköztürk et al., 2013). In this
study, the survey model was used as the research model. Survey model is a research approach that aims to
describe a past or present situation as it exists. The individual or object that is the subject of the research is tried
to be defined within its own conditions and as it is. No effort is made to change or influence the variables in any
way (Karasar, 2012).
Data Collection
The research data were collected through document analysis, a qualitative research method. Document analysis
involves the analysis of written materials containing information about the phenomenon or phenomena targeted
for investigation (Yıldırım & Şimşek, 2018). In this study, the Social Studies Textbook taught in the 4th grade
was analysed regarding the use and context of literary genres.
Data Source
The study's data source consists of one 4th-grade Social Studies textbook of Tuna publications distributed free
of charge in primary schools by the Ministry of National Education. The texts constituting the content of the
seven learning areas in the textbook were analysed in terms of their literary genres, quantity, and context. Table
1 below shows the distribution of these seven learning areas and subject headings.
Table 1. Seven Learning Areas and Subject Headings
Sequence No
Learning Area
Subject Headings
1
Individual and Society
Everyone Has an Identity
Everyone Has a Story
What Do I Like? What Can I Do?
If I were him
I am Aware That I Respect Differences
2
Culture and Heritage
My Family History
National Culture Elements
Children's Games from Past to Present
An Epic of Heroism: National Struggle
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3
People, Places and
Environments
Our Directions
Let us Make a Location Recipe
What is Around Us?
Weather forecast
Where I Live
Let Us Be Ready for Natural Disasters
4
Science, Technology and
Society
Technological Products
Technology from Past to Present
Technology in Time
Let us Invent
Let Us Use It Without Harming It
5
Production, Distribution and
Consumption
Our Wants, Needs
Economic Activities in My Family and Neighbourhood
Let us Be Conscious Consumers
Let us Get Our Certificate
Let Us Put Our Feet According to Our Duvet
Yes to Consumption, No to Waste
6
Active Citizenship
I am a Child; I Exist with My Rights
Taking Responsibility
I Participate in Educational and Social Activities
Freedom and Independence
7
Global Connections
Recognise Countries
Our Neighbours
Turkic Republics
Different Cultures
The World is Beautiful with Differences
Analysing The Data
The collected data were analysed via content analysis. Content analysis is the qualitative and quantitative
analysis of the meanings hidden in texts or transcripts or the messages intended to be given there by following a
specific systematic approach in the form of concepts, and categories and analysing these concepts and categories
qualitatively and quantitatively. In qualitative content analysis, the researcher tries to understand the
phenomenon under study instead of generalising from the sample to the universe based on statistical inferences
(Güler et al., 2015). The literary genres analysed are mentioned in the introduction of this study. The contexts in
which they were used were identified during the readings and are given in the findings section.
In the textbook analyzed in this study, the use and contexts of the literary products listed in the table
below were examined:
Table 2. Oral and written literary products that can be used in social studies teaching (Ata, 2017; Kaymakçı,
2013; MEB, 2005; Öztürk et al, 2014; Tokcan, 2016; Topkaya & Şimşek, 2017; Ulu Kalın, 2017; Değirmenci
Toraman, 2018)
• Lamentations
• Clapping, Clapping,
Proverbs
• Almanacs
• Anecdotes
• Encyclopaedias
• Treaty texts
• Atlases
• Documentaries
• Bibliographies
• Riddles
• Biographies
• Biographical novels
• Cenknamas
• Criticisms
• Melodies
• Fables
• Jokes
• Receipt catalogues
• Newspaper clippings
• Gazavatnamas
• Types of Traditional
Turkish Theatre
• Travel articles
• Diaries
• Folk tales Memoirs
• Stories
• Cartoons
• Letters
• Menakıpnamas
• Humour
• Monographs
• Lullabies
• Autobiographies
• Were Dead
• Guides
• Roma
• Interviews
• Siyasetnamas
• Conversations
• Discourses
• Dictionaries
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• Children's songs
• Analysed stories
• Essays
• Magazine articles
• Textbooks
• Epics
• Indexes
• Legends
• Educational comics
• Catalogues
• Discoveries
• Chronologies
• Compositions
• Articles
• Manis
• Anthems
• Tales
• Songs
• Poems
• Definitions
• Historical novels
• Nursery Rhymes
• Theatre texts
• Folk Songs
Twelve of the sixty-five literary text types in Table 2, namely interviews, anecdotes, poems,
chronologies, biographies, essays, discourses, letters, Karagöz plays (a traditional Turkish theatre genre), folk
songs, legends, and stories were included in the textbook. The genres included are italicised in Table 2.
To ensure validity and reliability within the research, the texts were read repeatedly and in detail, and
the results were compared with each other and with the data obtained from a different researcher's examination
of the book. In addition, the data obtained as a result of the analysis were presented to another person who is an
expert on literary genres, and necessary corrections were made.
Findings
The Table containing the number of genres and texts in the learning areas in the book analysed within the scope
of the research is given below.
Species and Densities
Table 3. Number of genres and texts in the learning areas
Learning Area
Literary Genre
Number
1. Individual and Society
(3 Types/15 Texts)
Interview
12
Chronology
1
Poetry
2
2. Culture and Heritage
(5 Genre/21 Text)
Interview
3
Chronology
1
Biography
7
Anecdote
9
Letter
1
3. People, Places and Environments
(6 Genre/13 Text)
Karagöz Game
1
Anecdote
2
Interview
7
Folk Song
1
Poetry
1
Legend
1
4. Science, Technology and Society
(2 Types/7 Texts)
Anecdote
1
Interview
6
5. Production, Distribution and
Consumption
(3 Genres/8 Texts)
Interview
4
Anecdote
3
Poetry
1
6. Active Citizenship
(4 Genres/16 Texts)
Discourse
2
Interview
12
Story
1
Essay
2
7. Global Connections
(1 Genre/1 Text)
Interview
1
According to Table 3, there are twelve literary genres in the 4th-grade Social Studies textbook.
Interviews were the most preferred genre regarding their number and inclusion in different learning areas. The
interviews were conducted in all seven learning areas, with fifty-five interviews. Anecdotes were included in a
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total of fifteen texts across three different learning areas, while poems appeared in four texts within three
learning areas. Chronologies were featured in two texts across two learning areas. Biographies were included in
one learning area but represented by seven different texts. Essays and discourses were presented as two texts in
a single learning area. Other genres, such as letters, Karagöz plays, folk songs, legends, and stories, were each
included as one text in one learning area. The frequency table below provides a summary of these genres based
on the number of texts.
Table 4. Frequency and Percentage Table According to the Number of Texts
Literary Genre
Frequency
Per cent
Interview
55
%60.4
Anecdote
15
% 16.4
Biography
7
%7.6
Poetry
4
%4.3
Chronology
2
%2.2
Essay
2
%2.2
Discourse
2
%2.2
Letter
1
%1
Karagöz Game
1
%1
Folk Song
1
%1
Legend
1
%1
Story
1
%1
According to Table 4, interviews are the most common genre in the 4th-grade Social Studies textbook.
Context
The 4th-grade social studies textbook has seven learning areas (units). These are presented in the methods
section of the research with their subject headings. Below, the interview genre, which is the most common
literary genre among the literary genres identified by scanning the texts in the learning areas, is given with its
context. Analysing this single genre in all areas would provide a broad perspective.
Fromm (2017) states that words have no meaning on their own except in the context in which they are
used, except in the character and intention of the person who uses them. If read one-dimensionally without a
deep perspective, they conceal rather than convey ideas. In the dictionary, context is defined as a bundle, a
pattern or connection of events, situations, or relationships in any phenomenon; context is a unit or a set of units
that surrounds a language unit, which comes before or after it, affects the unit in question in many cases,
determines its meaning and value; bent (TDK, 2019). When the Social Studies textbook is examined, the
interview type is prepared within contexts such as fourth-grade achievements and explanations, basic skills,
values education, and the programme's structure.
There were 12 interviews in the Individual and Society unit of the Social Studies book. On pages 16
and 17 of the unit, there is a fictional interview under “Everyone Has a Story”. Büşra provided information
about her life from birth until she reached fourth grade. In the interviews, the acquisition of the unit “puts the
major events of her life in chronological order”; explanations were made on topics such as the date of birth,
when she started walking, talking, eating her food, kindergarten and primary school, the birth of her sibling, and
getting on a plane for the first time. In connection with the learning outcome “Recognises individual interests,
needs and abilities”, it was stated that he participated in theatre activities and wanted to be a dentist. What do I
like about this outcome? What Can I Do? topic, there are six fictional and two actual interviews. The first
natural person was April Deniz, a 13-year-old painter. The questions asked to April Deniz in an online
magazine, and her answers are found on pages 21 and 22 of the textbook. Initially, the reader's attention was
drawn to the necessity of discovering and using talent. In his responses, he described how he began painting,
how his family supported and understood him, and how he struggled to restore his work when his teacher
interfered with his choice of colors or directly intervened in the painting. He also shared how he won second
place with that painting, discussed his favorite painters, and mentioned his other areas of interest. On pages 23
and 24, the interview with Spanish designer Carlos Tiscar is described as a success story by the character Bilge
at the very beginning. In this interview, the person mentioned his family's contribution by saying, “I think my
mother and father influenced my design choice”. Apart from this, he describes the designs he made in his
childhood.
Again, from the gains of individuals and society, “They put themselves in the place of other individuals
with different characteristics.” It is addressed in a fictional interview titled “If I were in his place”. This
character, whose name was introduced as Bilge in the first topic of the Social Studies book, explains different
subjects throughout the book, sometimes through interviews and sometimes through didactic speeches. On
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pages 25, 26 and 27, it is first emphasised that people differ from each other in terms of their physical or
personality characteristics, such as face shape, fingerprints, talent, and tastes. Then, in the context of the
learning outcome “Recognises individual interests, needs and abilities”, listening to music, playing chess, and
liking cherries and tomatoes were mentioned. Bilge mentioned that her classmate Yağmur shared a common
interest in chess, painting, and creating beautiful artwork. However, Bilge criticized Yağmur, pointing out that
despite her interest in painting, she did not make sufficient effort to improve or address her strengths and
weaknesses. In the continuation of the text, Bilge describes how she met children who had fled their war-torn
countries and found refuge in their homeland due to civil unrest. She provides examples of the challenges they
faced in developing empathy and offers advice to children who have lost a parent, urging them to avoid actions
that may remind them of their grief. Additionally, Bilge shares examples related to children with physical
disabilities, emphasizing their struggles and the importance of understanding and supporting them. In addition,
examples of real and fictional campaigns related to these situations were presented. In the real campaign
example, the students helped an orphan student under the leadership of their teacher. The fictional example is
about starting a campaign to collect plastic caps for wheelchairs. The concept of empathy was introduced as one
of the 27 essential skills in the Social Studies Programme. The Turkish Qualification Framework selected these
skills.
There were three interviews in the culture and heritage unit. Bilge's oral history study with her
grandmother is detailed on pages 35, 36 and 37 in the context of the learning outcome: “Conducts a family
history study by making use of oral, written, visual sources and objects”. Bilge describes the stages of her study
in her language as itemised in the information box on page 35. For example, the item “The interview records are
organised and written down.” The information box is expressed in Bilge's interview with the sentence “At the
last stage of my oral history study, I sat down at my computer and started writing my family history, which you
will read below.” The photo album was viewed as a visual source, the grandmother showed the primary school
diploma of Bilge's grandfather, and it was stated in the diploma that her grandfather was most successful in
mathematics.
The interview on page 40 was prepared as fiction for the learning outcome: “Gives examples by
researching the elements reflecting the national culture in their families and environment”. The character Merve,
created by selecting a photograph of a child of the same age as fourth-grade students, describes the
characteristics of Isparta, the city where she lives. She talks about the artefacts exhibited in the ethnography
museum in the town and the scenes where customs are animated. She talks about items such as carpets from
different regions or henna nights, earthen houses belonging to Yoruks, Yoruk women rolling dough on dough
boards, young girls weaving carpets, Yoruk men spinning rope on spinning wheels, censers, and clothes. On
pages 41 and 42, there is an interview with a child named Mehmet about the city of Mardin and its architecture.
Information is given about the fact that the historical Mardin houses do not block each other's views or respect
for the rights of the neighbourhood and that the classroom doors of the Kasımiye Madrasah, which are slightly
more than a metre high, are intended to ensure that the student bows his head when entering the presence of his
teacher.
In the People, Places, and Environments unit, an interview with a character named Rüzgâr on page 74
addresses the objective of “Observing weather events occurring around him and transferring his findings into
pictorial graphics”, as outlined under the section on Weather. The photograph used for the fictional character
belongs to the child singer Alper Erözer. This photograph was taken from the publishing house's archive in the
visual bibliography. Rüzgâr talks about how he observes weather events and shows them in tables and graphs.
In addition, it is stated in the visual bibliography of the textbook that the character Bilge and most of the
photographs used in the fictional interviews were taken from shutterstock.com by paying the copyright. On
pages 78 and 79, an interview with a character named Kübra about how she uses the information about the
physical map, which has been previously covered while working with her friends, is given under the acquisition
of “Makes inferences about the landforms and population characteristics of the place where she lives and its
surroundings” within the subject of “The Place I Live” in the same unit. In the text, Kübra states that the dark
green colours on the map she examined express heights up to 200 metres and where these are. She then provides
comments on other color indicators.
In the same unit, five different fictional interviews were given on pages 83, 84, 85 and 86 about the
learning outcome “Makes necessary preparations for natural disasters” under the topic of “Let us Be Ready for
Natural Disasters”. Eda, fictionalised as a child living in Trabzon, made speeches containing information about
natural disasters: landslide; Özcan, living in Bingöl, avalanche; Büşra, living in Rize, flood; Arda, living in
Antalya, storm; and Esma, living in Van, earthquake. This information includes an explanation of the disaster,
the events, and the protection methods used.
In the Science, Technology and Society unit, there are four interviews on pages 111 and 112 under the
subject heading “Develops ideas for designing unique products based on the needs of the environment”. Three
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girls and one boy developed inventions by making additions to the objects they use based on daily life needs.
These inventions, all of which are fictional, are in the form of shoes with heating, a new brush design to
facilitate hairbrush cleaning, a talking medicine box that warns and explains to patients, and a lifeguard balloon
worn on the wrist that can be easily operated in the case of drowning in the sea. The texts explain why this
invention is needed and the device's working principle. Although it is stated in the learning outcome description
that “Exemplary entrepreneurs and their success stories are emphasised”, there is no example from real life.
In the same unit, there are two interviews on pages 115, 116, and 117 under “Let us Use Without
Harm” under the acquisition of “Uses technological products without harming himself, others and nature”. With
the character Hakan, it aims to draw attention to the misuse of computers, mobile phones and televisions. The
text provides suggestions on the appropriate use of mobile phones, such as utilizing them only when necessary
and for short periods. Emre talked with the character Emre about not calling 112 emergency services
unnecessarily.
On pages 127, 128, 129 and 130, under the acquisition of “Recognises the main economic activities in
their families and their immediate surroundings” in the subject of “Economic Activities in My Family and
Environment” within the unit of Production, Distribution and Consumption, Adam, who lives in Zonguldak,
explained the importance of coal mining; Coşkun, who lives in Ordu, explained the significance of hazelnuts;
Selin, who lives in Antalya, explained the importance of tourism and greenhouse cultivation; and Nihat, who
lives in İzmit, explained the importance of industrial facilities for the city and the country. It was mentioned
why the business lines formed within the economic activity framework were developed in these cities. “My
father works as a mining engineer in a hard coal quarry within the borders of our province.”, “My father does
not spend all of our income but saves some of it to use when there is a product shortage”. “There are many
hazelnut experts in our neighbourhood, including my uncle”. “My sister works as a food engineer in one of
these facilities.” and “My father is a tourist guide working in and around Antalya”. The families of the fictional
characters are shown working in a business sector in the mentioned economic activity. The examples given
mainly were about men.
In the Active Citizenship Unit, six fictional child interviews were included on pages 154, 155 and 156
under the title “I am a Child, I Exist with My Rights” under the acquisition of “Gives examples of the rights
he/she has as a child”. The character Şevval talked about the right to life; Fatih spoke about freedom of thought
and the right to have a say in decisions; Eda talked about children not being employed and the right to
education; Duru talked about her request for children's rights lesson and the rights to shelter, nutrition and health
care; Yusuf spoke about the rights to name, identity, citizenship, and living with family; Batuhan talked about
the protection of the dignity of children with disabilities, the development of children's personalities, mental and
physical abilities, equality, freedom of expression and the right to live their culture. Fatih talked about his own
life, and Eda talked about a child she witnessed: “My father is a teacher. He has been a very successful student.
However, he has difficulty attending school because he works as a mechanic.” In other narratives, the character
Fatih mentioned, “The state observes the right of children to develop their personalities, mental and physical
abilities. For this purpose, states have built parks and gardens for children to utilise their free time, play games,
and have fun. They open children's clubs, libraries and sports facilities.” A mainly didactic style is adopted.
In the same unit, there are three interviews on pages 159, 160, and 161 under the title “I Take
Responsibility” and the learning outcome “Takes responsibility for their words and actions in family and school
life”. After describing his responsibility, the character Mutlu talks about his dream of keeping animals and how
he started to look after budgies by proving to his family that he has a sense of responsibility. He explains in
detail the additional responsibilities of caring for an animal. The character Özgür talks about how he first ran for
class president and then was elected by receiving the highest number of votes and how he fulfilled the duties
that came with it. On the other hand, the character Melih explains how he acted responsibly after joining the
school's table tennis team and says that one of his friends who did not attend the training twice without an
excuse and did not bring his tracksuit was removed from the team by his teachers. All examples are given to
male students, and these students are people who never neglect their duties and never make mistakes.
In the continuation of the same unit, there are three interviews on pages 163, 164 and 165 under the
acquisition “Suggests educational and social activities that are deemed necessary in school life” on the pages
under the heading of Participation in Educational and Social Activities. The character Ezgi talks about the
community they established with their friends and the aims of the community, the concept of Maker Child,
which means a child who does not consume and produce and explains the concept in detail. Sevgi character
provides an interview on a bazaar organised for the benefit of a sister village school. Sevgi talks about her
volunteer work on the bazaar organising committee. The structure of the Social Studies Programme focuses on
learning ways of participating in social services under the unit of Active Citizenship. Solidarity is one of the
values in the sentence, “We left our sister school feeling that our feelings of friendship and solidarity had
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become stronger.” At the end of Ezgi's interview, one of the 18 values was selected for value education in the
Social Studies Curriculum.
An interview on pages 174, 175, and 176 addresses the acquisition of ‘Introducing various countries
around the world’ under the “Let Us Know Countries” topic in the Global Connections unit. The last interview
of the textbook was conducted with the character Bilge, who has been making occasional speeches since the
beginning of the book. Bilge provides information about Finland and Jordan that she has learned from her
research. Finland's capital, population, neighbours, meaning of the country's name, the similarity of its language
with Turkish, geographical, and climatic characteristics, culinary and social relationship cultures, and exciting
practices in Finnish education, such as reading books to cows and dogs, are mentioned. Information about
Jordan includes its capital, population, language, geographical location, food, customs, similar cultural
characteristics, lakes, and tourist places.
Conclusion
In Article 8 of the Social Studies Curriculum, under the heading “Considerations in the Implementation of the
Social Studies Curriculum”, it is stated that the course should be supported with literary products “by making
use of genres such as legends, epics, fairy tales, proverbs, folk tales, folk songs and poems”. Öztürk and
Otluoğlu (2002) state that if written literature is used as a teaching tool in social studies teaching, the acquisition
of affective behavioural characteristics increases significantly, but this can only be possible using different,
qualified, and imaginative works. Only 12 of the 65 literary genres in Table 2 are in the fourth-grade Social
Studies book. Among the genres in the eighth item, only legends, folk songs and poems are included in small
amounts, and genres such as epic, fairy tales, proverbs, and folk tales are not even included. In this case, the
ability of literary products to gain affective behavioural characteristics cannot be used sufficiently.
According to the type of interview analysed, the information about the outcomes was addressed
relatively more intensively. Yiğittir and Kaymakçı (2012), in their study examining the distribution of value
education approaches according to grade level, found that, especially in activities in the 4th and 5th grades, the
focus was on programme achievements rather than value education; therefore, value education was not included.
The Social Studies course has no selection of works or genres to ensure fun learning. Beldağ and Aktaş
(2016) concluded that teachers prefer to use literary works that contribute to a better understanding of the
subject and make the lesson more fun. Accordingly, it would be the preference of the teachers that the textbooks
should be introduced to the selected works without interrupting their contact with their cultural heritage by
taking into account the entertainment understanding of the children of the age.
In the book, there is a negative example of a teacher-student relationship in the April Deniz interview.
The teacher is shown not as a person who guides but as someone who does not give importance to differences
and dictates their taste. Demirtaş (2010) stated that a positive school culture causes students to be more
committed to the school's aims, increasing academic achievement. It is, of course, more critical, and vital for
students to encounter positive real-life examples. However, it is expected that providing this in the selected
literary genre will support school culture, provided that it is not too perfect and disconnected from life.
In the oral history interview, it was preferred to show the grandfather's diploma instead of the
grandmother's to build a future with gender equality. When discussing the ethnography museum, examples of
women's work were given, except for the man spinning rope on the spinning wheel, and the examples were
distributed in different ways. Similarly, the male figure was emphasised when discussing the subject of
economic activities. The fields of work in which mothers participated were not mentioned. The budget was
created only with the father in a family budget study given through anecdotal literary genres on pages 138, 139
and 140. The Social Studies Programme examination revealed that gender discrimination is mentioned only in
the Effective Citizenship Unit of the 6th Grade. The programme's learning outcome related to this subject is
“Recognise the value given to women in social life based on Turkish history and current examples.” “Positive
issues such as positive discrimination, economic, political and social representation and negative issues such as
violence against women and gender discrimination are emphasised”. In addition, the National Action Plan for
Gender Equality (2008-2013) includes the target “Educators, education programmes and materials will be made
sensitive to “Gender Equality” among the Education Action Goals and Strategies. Reviewing and revising the
book's content may be appropriate in this direction.
The Social Studies Programme structure states: “Textbook writers should arrange the units' framework
according to these learning areas”. Similarly, in the explanation of the culture and heritage learning area, it is
stated that this unit aims to “create a national consciousness that will ensure the protection and development of a
culture based on the basic elements that make up Turkish culture”. The implications of respect for the
neighbourhood and respect for the teacher mentioned in the interviews about Mardin architecture are included.
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It was observed that real invention examples should have been included under the subject heading Let
us Invent. Laçin Şimşek and Şimşek (2010) stated that different fields of science should be taught by referring
to their past and the processes/histories that led to the accumulation of knowledge. The fact that students see
real-life examples invented by our country or our people in the past will increase their motivation more than the
work of fiction.
Didactic discourses were emphasized, despite the inclusion of an interview on children’s rights. Maden
(2015) argues that event-based learning will assist children in developing strategies to cope with the challenges
they may face in their daily lives through experimentation. If we want children to learn and defend their rights, it
may be more appropriate to prefer a narrative based on events and conflicts rather than a narrative based on
shoulds and oughts.
In line with the findings and results obtained from the research, the following suggestions were
developed: In the fourth-grade Social Studies book;
1. Interviewing real people rather than fictionalised people may be preferable.
2. Images taken with permission from real people living in our geography can be used.
3. Throughout the book, texts can be created by paying attention to gender equality.
4. Students can be encouraged by including scientific developments from our history in related
subjects.
5. Positive teacher-student relationships can be given more space.
6. Tales, epics, folk tales, and proverbs of our culture can also be included.
7. The number and quality of literary genres can be increased.
8. The contexts in which literary genres are included can vary.
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