TÜRKİYE YÜZYILI MAARİF MODELİ ÇERÇEVESİNDE 5. SINIF İNGİLİZCE DERS KİTABINDA ERDEM, DEĞER VE EYLEM BOYUTLARININ ANALİZİ

Öz

Bu araştırmanın amacı, ortaokul 5. sınıf İngilizce ders kitabında yer alan içeriklerin Türkiye Yüzyılı Maarif Modeli (TYMM) kapsamında ele alınan Erdem–Değer–Eylem çerçevesi doğrultusunda incelenmesidir. Araştırma, nitel araştırma yaklaşımlarından doküman incelemesi yöntemiyle yürütülmüştür. Çalışmanın veri kaynağını, Millî Eğitim Bakanlığı tarafından yayımlanan ve 2025–2026 eğitim öğretim yılında okutulan 5. sınıf İngilizce ders kitabı oluşturmaktadır. Bu bağlamda araştırmada herhangi bir örneklem grubu bulunmamakta, inceleme doğrudan öğretim materyali üzerinden gerçekleştirilmiştir. Veri toplama aracı olarak ders kitabında yer alan metinler, diyaloglar, görseller ve etkinlikler kullanılmış; veriler TYMM’de yer alan değerler temel alınarak oluşturulan kodlama listesi aracılığıyla toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiş ve frekans değerleriyle desteklenmiştir. Araştırma bulguları, ders kitabında sorumluluk, saygı, yardımseverlik ve duyarlılık gibi bazı değerlerin daha yoğun biçimde yer aldığını; buna karşılık adalet, dürüstlük ve sabır gibi bazı değerlerin ya sınırlı düzeyde temsil edildiğini ya da hiç yer almadığını göstermektedir. Ayrıca değerlerin çoğunlukla örtük biçimde sunulduğu ve eyleme dönüşme düzeyinin genellikle orta ve zayıf düzeyde kaldığı belirlenmiştir. Sonuç olarak, ders kitabının TYMM’nin öngördüğü erdem–değer–eylem bütünlüğünü kısmen yansıttığı, ancak bu yapının daha dengeli ve uygulamaya dönük biçimde geliştirilmesi gerektiği sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Türkiye Yüyılı Maarif Modeli
• Değerler Eğitimi
• İngilizce Ders Kitabı
• Erdem-Değer-Eylem
• İçerik Analizi

An Analysis of Virtue, Value, and Action Dimensions in a 5th Grade English Coursebook within the Framework of the Türkiye Century Education Model

Öz

This study aims to examine the content of a 5th grade English coursebook in accordance with the Virtue–Value–Action framework defined in the Türkiye Century Education Model (TCEM). The research was conducted using a qualitative research design, specifically document analysis. The data source of the study consists of the 5th grade English coursebook published by the Ministry of National Education and used in the 2025–2026 academic year. Since the study is based on document analysis, no participant group was involved. The data were collected from texts, dialogues, visuals, and activities included in the coursebook, using a coding scheme developed based on the values defined in the TCEM framework. The collected data were analyzed through content analysis and supported with frequency counts. The findings revealed that certain values such as responsibility, respect, helpfulness, and sensitivity are prominently represented in the coursebook, whereas some values, including justice, honesty, and patience, are either minimally represented or entirely absent. Additionally, it was found that values are mostly presented implicitly, and their transformation into action remains at a moderate or low level. In conclusion, while the coursebook reflects the Virtue–Value–Action framework of TCEM to a certain extent, it falls short of presenting a balanced and action-oriented structure. Therefore, it is recommended that course materials be revised to ensure a more systematic, balanced, and practice-oriented integration of values.

Anahtar Kelimeler

• Türkiye Century Education Model
• Values Education
• English Coursebook
• Virtue-Value-Action
• Content Analysis

Kaynakça

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