Analysis of activities in 8th grade turkish textbooks according to content editing approaches

In order to reach the purposes determined in the content dimension of any programme, response to the question "What shall we teach?" should be sought. Various content editing approaches are applied for students to comprehend the content to be acquired in the most accurate way. Using content editing approaches during the course, taking part in the textbooks will increase the efficiency and permanence of learning. Along with this perspective, activities in 8th grade Turkish Textbooks were examined according to content editing approaches and the purpose was to identify which approaches of these were applied. In this study, 8th grade Turkish Textbooks by TAV Publishing were used as studying material. While the material was examined, content analysing technique, which is one of the document examination models, was applied. Activities in the textbook have been classified according to taxonomy principles. Activities were classified according to subject titles they are related to and the compliance of the activities with the content editing approaches were examined. When all themes in the 8th grade Turkish Textbooks were examined, it was observed that there are 174 activities for information, comprehension and application steps. However, it was confirmed that activities for analysis, synthesis and evaluation steps do not exist. 10 of the 38 activities at the level of knowledge; 20 out of 66 activities at comprehension level and 33 out of 70 activities at application level were designed in accordance with content editing approaches. It was seen that linear, spiral and modular approaches were applied from content editing approaches and no other approach was applied in the activities. Key Words Content editing approach, Turkish textbook, activities.