Evaluation of news texts in secondary schools 5, 6, 7 and8.

The aim of this research is to determine what news texts are commonly used in Turkish lessons, how these texts can be related to the Turkish lesson schedule, and the number and distribution of news texts in the 5th, 6th, 7th and 8th grade Turkish lessons and workbooks. The information in communication tools that are increasingly used nowadays guides the society and forms the agenda. Children with more critical thinking skills are much more influenced by these communication tools and can be easily manipulated. Media literacy has gained importance in the whole education world in order to understand the power of communication tools to understand society's power and to prevent situations that may arise from the negative use of this power and to prevent abuse of communication tools. In this research, it was investigated which topics and how the news texts in primary school 5th, 6th, 7th and 8th class Turkish textbooks took part in activities. At the time of the examination, texts and workbooks of each grade level proposed by the Ministry of National Education were selected and news texts were identified, and the texts in question were classified according to their theme. In the textbooks, the skill areas specific to the Turkish language in which the news texts are used are examined and the differences in the use of the news texts of the publications showing alternatives by using the text books belonging to more than one publishing VI houses are revealed in the research. In this study, the distribution of news texts which are common in Turkish lessons in 8 themes. In addition, media literacy programs on the accuracy of media literacy programs, ve access to information, distinction between first-hand and second-hand evidence, distinguishing the phenomenon from sight, recognizing the point of view and recognizing the stereotype ulaşma were examined. As a result, it is understood that the publisher, which contains the most news articles, is the sources by the Ministry of National Education, and that the news texts are used for the ability to speak in order to attract attention at the beginning of the lesson, generally in themes related to environment and technology. The findings obtained from this research can be interpreted as not giving importance to the use of the reality of news information for its teaching and critical thinking skills. Thanks to these findings, recommendations have been given for media literacy, both in the field of critical reading and in the teaching of Turkish, and for future investigations.