Teacher and student opinions on the contribution of 8th grade Turkish textbook activities to creativity

This research aims to identify the teachers' and students' stances on 8. Grade Turkish coursebook activities' effect on creativity. To accomplish this goal, multiple interviews have been done with both teachers and students, in addition to observations in teaching environments. This research is a mixed research with nominal qualitative properties and facilitates a phenomenological design. This research includes seventeen Turkish Teachers and twenty-three students who teaches and studies in middle schools and village schools connected to Ardahan province. Interviews that are done with teachers and students provided with a semi-structured interview modal and observations include 17 schools and a teacher also participated in the observations. Interview data has been analyzed using the content analysis method. Data from the class observation sheets has been analyzed by using a descriptive statistical technique to determine the relationship between data from observers, correlation analysis has been done. To conclude this research, the activities in the Turkish book do not contribute sufficiently to creativity. According to the teachers, the activities are reiterated quite a lot and there is no place for creativity since they are based only on comprehension. Lastly, the suggestions from students and teachers about the Turkish teaching curriculum can be listed as that more authentic texts and activities are essential, certain activities need to be more supportive of active participation, teaching environments have to be more diverse and instead of using long and distracting activities, there have to be more activities that facilitate production with group coordination and collaboration.