Evaluation of old and new social studies textbooks for 5th grade secondary school in terms of cultural heritage elements

Cultural heritage refers to the accumulation of societies throughout history and the natural and cultural richness of the society. Cultural heritage should be taught to young individuals for reasons such as developing a sense of identity and belonging, developing awareness and protection consciousness towards cultural heritage, and recognising universal heritage. One of the most suitable areas for teaching/learning cultural heritage in educational institutions is Social Studies courses. The fact that the Social Studies course offers more than one discipline under the same course roof allows cultural heritage to be learnt in various aspects. The aim of this study is to examine the 5th grade Social Studies textbook prepared within the scope of the Turkish Century Education Model and started to be taught in the 2024-2025 academic year and the textbook taught in the previous term in terms of cultural heritage elements. Within the scope of the model, a gradual change was planned and in the 2024-2025 academic year, the 5th grade textbooks were first renewed at the secondary school level. The selection of the textbook subject to the research was not only based on accessibility, but also on contextual diversity, pedagogical importance and representativeness of the curriculum transition process. Qualitative research approach was adopted as the research method and document analysis was conducted. The data obtained were analysed by descriptive analysis method. When the results obtained were analysed, it was seen that cultural heritage topics were covered in both textbooks. However, although the number of units and achievements in the old textbook was higher, it was noteworthy that cultural heritage issues were concentrated in certain units. In the new textbook, on the other hand, it was observed that cultural heritage topics were again concentrated in certain units, but these topics were also mentioned in other units, that is, it showed a more balanced and holistic structure. Again, compared to the old textbook, it was determined that the performance tasks and in-class applications in the new textbook provide an advantage for students to gain high-level thinking and application skills in this subject.