Examination of primary school turkish, life science, social sciences, science and mathematics textbooks in terms of responsibility value

The aim of this study is to examine the subjects and texts in primary school Turkish, life science, social studies, science and mathematics textbooks in terms of responsibility value. For this purpose, 11 primary school textbooks were analysed. In this study designed in accordance with qualitative research methods, descriptive screening model was used. The data obtained as a result of the examinations were analysed by considering the main purpose and sub-purposes of the research. For the research, the types of responsibility accepted in the literature were examined and the value of responsibility was divided into six categories as personal responsibility, family responsibility, school responsibility, social responsibility, professional responsibility and environmental responsibility by consulting the expert opinion on the subject and the examined textbooks were scanned one by one in the relevant responsibility types. A separate heading was opened for each type of responsibility and the number of times which type of responsibility was included in which units in the books was shown in the tables. Then, the aspects of the responsibility value were expressed with quotations from the examined textbooks and the results related to the responsibility value were reached. It was concluded that all types of responsibility were included in the examined textbooks, but not all types of responsibility were included equally in the related textbooks. The ranking of the frequency of the types of responsibility from the most to the least in the examined textbooks is as follows: individual responsibility, social responsibility, environmental responsibility, family responsibility, professional responsibility and school responsibility. On average, the value of responsibility was found 104 times in the social studies course, 99 times in the life science course, 73 times in the Turkish course, 46 times in the science course and 40 times in the mathematics course. It was concluded that the value of responsibility was not distributed evenly in the books and units of these books. It was also concluded that different responsibility subtypes were emphasised in different units. The findings obtained from the research were discussed and suggestions were made in line with the results. Keywords: Values education, responsibility, primary school textbook