Assessment of 10th-grade history coursebook in secondary education according to students? opinions

In this research, it is aimed to assess the 10th-grade history coursebook in secondary education generally in parallel with the students? opinions; and to contribute to preparing coursebooks that could be functional and effective by identifying the missing and incorrect parts of the 10th-grade history coursebooks that are published by The Ministry of National Education.Descriptive method has been used in the research.For the assessment of the coursebook, a student survey has been used as the data collection tool. Target population of the study consists of 250 students who are in the 10th grade in Türk Telekom Mehmet Kaplan Social Sciences High School, Gazi Çiftliği High School and Alparslan High School in Yenimahalle, Ankara.Excel and SPSS programs were used in the analysis of data.The reliability of questionnaires was found by calculating Cronbach Alpha coefficent. According to the results of the research, it is stated that there are important missing parts in the history coursebooks published by The Ministry of National Education, and examined by Board of Education and Dicipline and given permission to be taught. The physical appearance of the book doesn?t arouse interest to be read by the students , there are some printing errors, and it isn?t strong and useful.Visual and written materials used in the coursebooks have been disqualified in terms of quantity, variety, and serving the purpose by the students who participated in the research. In general, students? opinions about the content of the 10th- grade history coursebook are negative.Most of the students agree that the content of the coursebook doesn?t meet their expectations. It cannot be said that the 10th-grade history coursebook is suitable to language, spelling and expression of Turkish.Also, the dimension of assessment and evaluation of the coursebook is seen problematic by the students. Some variables like gender, students? schools, parents? jobs and educational levels were examined and it was seen that these variables caused some differences in students? opinions concerning this issue. History coursebooks that constitute the research content don?t satisfy the expectations of the students and they aren?t such as to meet the standards of contemporary history coursebooks.Besides, a single truth dominates the books not the multiple approaches and it is understood that students? historical criticism and intellectual skills are weak.In our country where coursebooks are considered as important educational aids, being written more qualified books will increase the students? interests in lessons and affect the success in education positively. In the view of such information, some advices have been given to history teachers ,coursebook writers, publishers, The Ministry of National Education, and those who will researh in the field.Keywords: Teaching history, course book, student opinions