Cumhuriyet Uluslararası Eğitim Dergisi

Öz

Today it remains insufficient to meet the needs of the era of the traditional
educational approach, constructivist approach, multiple intelligences, student-centered
education, new approaches such as brain-based learning has come to the fore. This radical
change in understanding experienced mental skills such as language and instead change the
student's behavior in the educational process giving weight to the development of our
country has affected education programs and constructivist learning approach has been
implemented from 2005-2006 (MEB İlköğretim Türkçe Dersi Öğretim Programı ve Kılavuzu,
2009:9-11). In the constructivist learning approach is not taken as information from an
external source, instead of individual information or reviews existing information reveals
itself. Given this aspect of the constructivist approach as teachers and course change the role
of the student's role has changed the book. Textbooks in the configuration process
information to students, guiding them to think, to help gain a critical perspective,
contributing to making evaluation with multi-perspective has become a teaching tool (Ocak
and Dai, 2010: 3). All information in line; prepared on the basis of a constructivist approach
with programs, regulation of textbooks and educational materials has brought the necessity.
The purpose of this research is the Board of Education Ministry of the Presidency of the date
27.07.2011 and No. 97 boards imprinted with the decision of Primary 1 class Turkish student
workbooks and teacher's book is to determine the suitability of constructivist learning
approach. In the light of the information obtained to provide information for the book to be
prepared and to contribute towards the new Turkish student workbooks and teacher's guide
book. 27/07/2011 Chairman of the Board of Education and the Ministry of date imprinted
with the board's decision No. 97 Elementary School 1st Class Turkish student workbooks
and teacher's books are sources of research data. Data collection and analysis were utilized in
this research stage in the document review process. Investigation document analysis
includes analysis of written materials containing information about the targeted cases and
cases (Yıldırım and Şimşek, 2006). Student Workbook and Teacher's Guidebook evaluation
Akkocaoğlu (2009), which was developed by the constructivist learning approach identified
by Criteria were used. Akkocaoğlu (2009), a variety of resources related to the constructivist
learning approach during development was examined by criteria. Based on the information
obtained from the constructivist learning approach to represent the criteria and guidelines to
assure that the criteria identified in the course of the book is set. Found to correspond to
what event or events are taking views from the 5 experts in the field of the final 15 degree
Elementary Student Workbook and Teacher's Guide Book prepared to ensure the content
validity of the scale. Akkocaoğlu by the constructive learning approach (2009) determined by
criteria consists of 15 items. This article from the "teacher learning and change their
evaluation activities, or to give a chance to submit a proposal to select" criterion is used only
to assess the Primary 1 Grade Turkish Teacher's Guide Book. The other 14 measures 1 Grade
Turkish Elementary Teacher's Guide and Book is common for students Workbook. Primary
1st Grade Turkish Teacher's Guide and Student Workbook Books were examined separately.
Books; Ataturk, Love, Health and Environment, Games & Sports is 4 'consists Theme. All
activities included in these themes, questions, instructions, methods and techniques, tools and materials, texts, assessment and evaluation studies, preparatory studies identified was
found that they corresponded to what extent or degree. During the conduct of the extent of
the primary 1st class student work and teacher's book which is the theme of each criteria, the
criteria given number 1 is made up of 15. These numbers meet the criteria examined in the
book is marked as text or numeric on the event. The criteria for each theme and then
collected data were entered into a Microsoft Office Excel. How many times in each theme
each criterion to quantify the percentage of the obtained data can be seen and seen in all
measures calculated and presented in Microsoft Office Excel. This digital data is followed by
interpretation of the data. According to the findings of the results obtained in this study;
Examine the Student Workbook and Teacher's Guide Book, the constructivist learning theory
has been involved in activities for the criteria to be included in textbooks prepared in the
light. However, these criteria are different from each other in number and rate of frequency
and rate of occurrence. In this case, the book reflects all of the examined constructivist
learning standards; but the big difference between the rates for the criteria constructivist
book shows that the criteria is sufficient for partial.