TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ

Contemporary approaches in education view students as individuals with different abilities. Instead of classifying and labeling students lazy/hard working, modern educational theories prefer to appreciate them as “less able/more able” by taking into account their skills and motivations. Thus, the question “Do textbooks need to be differentiated for students with different abilities” comes to the mind. The existing situation is to provide the same textbooks to all students even they possess different abilities. Thus, the present study aims to examine and make comparisons basic features of the two different history textbooks called as “core” and “foundation” published by Heinemann Publisher for the same graders with different abilities. Case study among the qualitative research designs was adopted in this study and document analysis method was benefitted since the history textbooks were the study group of the research. Two “core” and two “foundation” history textbooks published by Heinemann were examined in order to determine their basic features and find out their differences. The results of analysis of two types of the history textbooks called as “core” and “foundation” editions revealed that the foundation editions include less number of words and less number sentences as compared to the core counterparts. Similarly, the average number of words in the sentences and the number of abstract concepts were found to be less in foundation history textbooks

Çağdaş eğitim yaklaşımları öğrencileri farklı becerilere sahip bireyler olarak görmektedir. Bu anlamda öğrencileri çalışkan-tembel olarak görmek yerine “daha az-daha çok yetenekli” olarak görmek öğrenci potansiyellerini anlama noktasında önemlidir. Bu çerçevede öğrencilerin kullandıkları ders kitapları da öğrenme sürecinde yeteneklerine göre farklılaştırılmalı mıdır? Bu çerçevede bu araştırmanın amacı farklı becerilere sahip öğrencilere farklı ders kitaplarını sunmak olanaklı mıdır sorusuna yanıt bulmaktır. Bu çerçevede Heinemann Yayınevi tarafından basılan ve farklı yetenek düzeylerine hitap eden tarih ders kitapları araştırmanın inceleme grubunu oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde şekillenen bu araştırmada doküman incelemesi kullanılmıştır. Heinemann Yayınevi tarafından basılan normal gelişim gösteren öğrencilerin tarih ders kitapları “yoğun (core)”, görece daha az yetenekli öğrencilerinki ise “temel (foundation)” kitap olarak nitelenmiştir. Yapılan içerik analizi “temel” olarak adlandırılan ders kitaplarındaki metinlerde daha az sözcük, daha az tümce, tümcede daha az sözcük olduğunu göstermiştir. Yine metinlerde detaylardan arındırma yapıldığı ve daha az soyut kavram kullanıldığı ortaya çıkmıştır.

Anahtar Kelimeler: Tarih Ders Kitapları, Daha Az/Çok Yetenekli Öğrenciler, Çoklu Zekâ Teorisi

HOW FAIR IS TO PRESENT THE SAME HISTORY TEXTBOOKS TO PUPILS WITH DIFFERENT ABILITIES? HEINEMANN PUBLISHER EXAMPLE

Abstract: Contemporary approaches in education view students as individuals with different abilities. Instead of classifying and labeling students lazy/hard working, modern educational theories prefer to appreciate them as “less able/more able” by taking into account their skills and motivations. Thus, the question “Do textbooks need to be differentiated for students with different abilities” comes to the mind. The existing situation is to provide the same textbooks to all students even they possess different abilities. Thus, the present study aims to examine and make comparisons basic features of the two different history textbooks called as “core” and “foundation” published by Heinemann Publisher for the same graders with different abilities.  Case study among the qualitative research designs was adopted in this study and document analysis method was benefitted since the history textbooks were the study group of the research. Two “core” and two “foundation” history textbooks published by Heinemann were examined in order to determine their basic features and find out their differences. The results of analysis of two types of the history textbooks called as “core” and “foundation” editions revealed that the foundation editions include less number of words and less number sentences as compared to the core counterparts. Similarly, the average number of words in the sentences and the number of abstract concepts were found to be less in foundation history textbooks.

Keywords: History Textbooks, Less/More Able Pupils, Multiple Intelligence Theory