Visual-text relationship in primary school first grade turkish textbooks

One of the central courses of the primary school first level curriculum is the Turkish course. In this course, the Turkish textbook, which is made ready for use by the Ministry of National Education (MoNE) within the framework of appropriate criteria, consists of themes and texts. In addition to themes and texts, visual elements are also used. These visual elements should be appropriate in terms of picture-text relationship. This study consists of examining the "Picture-Text Relationship Category List" prepared by the researcher as a data collection tool in order to investigate whether the visual-text relationship in the first grade Turkish textbook is appropriate. Document analysis, one of the qualitative research methods, was used in this study. In this study, as a document, fifty pictures and twenty texts in the first grade Turkish textbook belonging to Bilim Kültür Publishing (BKY), which was taught by the Ministry of National Education in primary schools in our country between 2022-2023, were evaluated in terms of picture-text relationship. The Turkish textbook taught in our country in the 2022-2023 academic year consists of two books, the first literacy book and the Turkish textbook. The book used as the first term book includes the students' first reading and writing activities and consists of four themes. In the study, the second term book was preferred as the Turkish textbook because it contains texts. The second term Turkish textbook consists of one hundred and thirty-two pages and four themes. In this study, four themes belonging to the second term were analysed. Some of the pictures in the first grade Turkish textbook were supported with narrative texts, some with informative texts and some with poems. These collected data were analysed by descriptive analysis method. As a result, results close to the desired level were obtained in terms of the text-visual relationship, the relationship with the title, and the parallel positioning of the visuals of the texts in the first grade Turkish textbook. It was determined that the visuals were close to the desired level in terms of attracting students' attention and interest, their suitability to design principles, their suitability for affective and cognitive characteristics, their quality of gaining aesthetic v sensitivity in students, and the suitability of the colours used to the student level. It was also determined that the visuals did not contain any elements that could negatively affect the psychology of the students and that they were suitable for social norms and cultural values. It was concluded that there is only one visual type in the type of visual elements included with the texts in the Turkish textbook.