How Do Pre-Service Primary School Teachers Evaluate Gender Equality in Primary School Science Textbooks?

Sema Aydın-ceran

doi:10.54535/rep.1345542

Research Article

Year 2023, Volume: 7 Issue: 2, 307 - 327, 28.09.2023

Sema Aydın-ceran

https://doi.org/10.54535/rep.1345542

Abstract

References

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How Do Pre-Service Primary School Teachers Evaluate Gender Equality in Primary School Science Textbooks?

Year 2023, Volume: 7 Issue: 2, 307 - 327, 28.09.2023

Sema Aydın-ceran

https://doi.org/10.54535/rep.1345542

Abstract

Textbooks play a key role in shaping students' images of society and its actors. Based on the importance of this active role, in this study, third and fourth grade primary school science textbooks were examined in terms of gender equality by female pre-service primary school teachers who will become the practitioners using these textbooks. Thus, this research aims at revealing the experiences of pre-service primary school teachers based on their examination of primary school science textbooks and the evaluations used in their textbook reviews. The research was conducted using a phenomenology research design in the context of a qualitative method. Ten female pre-service primary school teachers participated in the study, which lasted seven weeks, and the data were collected through a textbook review report and a semi-structured interview form. A content analysis method was used to assess the data. The results of the study were discussed within the framework of five main themes: gender distribution, gender roles and stereotypes, the role of the teacher, the role of the textbooks, and science textbook evaluation tendencies. Suggestions were made based on these reviews.

Keywords

Gender equality, Primary school science textbooks, Textbook review

References

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Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2008). Early childhood teachers' views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(6), 748-770. https://doi.org/10.1002/tea.20236
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Çatalcalı Soyer, A. (2009). Okul Öncesi Dönem Çocuk Hikâye Kitapları: Stereotipler ve Kimlikler [Storybooks of the Pre- School Kids: Sterotypes and Identities]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 1(1), 13-27. https://dergipark.org.tr/en/pub/makusobed/issue/19433/206637
De Kraker-Pauw, E., Van Wesel, F., Verwijmeren, T., Denessen, E., & Krabbendam, L. (2016). Are teacher beliefs gender-related?. Learning and Individual Differences, 51, 333-340. https://doi.org/10.1016/j.lindif.2016.08.040
Delamont, S. (2012). Sex roles and the school. Routledge .
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
Demircioğlu, E., & Özalp, M. T. (2022). Representation of female scientists in social studies textbooks. Educational Academic Research, 47, 80-92. https://doi.org/10.5152/AUJKKEF.2022.991680
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Dündar, S. (2021). Ortaokul sosyal bilgiler ders kitaplarında toplumsal cinsiyet. [Gender ın secondary schools socıal studıes textbook]. [Master's thesis]. Aydın Adnan Menderes Üniversitesi. http://adudspace.adu.edu.tr:8080/jspui/bitstream/11607/4519/1/3153.pdf
Evans, L., Davies, K. No Sissy Boys Here: A Content Analysis of the Representation of Masculinity in Elementary School Reading Textbooks. Sex Roles 42, 255–270 (2000). https://doi.org/10.1023/A:1007043323906
Erikli, S. (2020). Çalışma yaşamında toplumsal cinsiyet ayrımcılığının görünümü. [Gender Discrimination in Working Life]. Hacettepe University Journal of Social Sciences, 2 (1), 39-60. https://dergipark.org.tr/en/pub/husbdergi/issue/52731/673563
Eroğlu Doğan, E., Ekinci, R. & Doğan, D. (2020). Fen bilimleri ders kitapları ile ilgili yapılan çalışmaların incelenmesi [Examination of the studies related to science textbooks]. Journal of the Human and Social Science Researches, 9 (5), 3479-3499. https://doi.org/10.15869/itobiad.734864
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Primary Language	English
Subjects	Classroom Education, Science Education
Journal Section	Articles
Authors	Sema Aydın-ceran 0000-0001-6847-2766
Early Pub Date	September 27, 2023
Publication Date	September 28, 2023
Published in Issue	Year 2023 Volume: 7 Issue: 2

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APA	Aydın-ceran, S. (2023). How Do Pre-Service Primary School Teachers Evaluate Gender Equality in Primary School Science Textbooks?. Research on Education and Psychology, 7(2), 307-327. https://doi.org/10.54535/rep.1345542

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