Examination of activities in secondary school Turkish textbooks in terms of value education

The aim of the study is to examine the activities in the Turkish textbook staught in junior high schools during the academic year 2017-2018 in terms of value education. This research is a descriptive research based on document review and screening method. The sample of the research is Turkish Textbooks of the publications of MEB, Ez-De, Başak and Dörtel. Activities in textbooks; love, respect, justice, respect for the family, honesty / truthfulness, tolerance / sensitivity, hospitality, empathy, courage / leadership, courtesy, friendship, cleanliness, indepentent and free thinking, development of aesthetic feelings, self-esteem, self-confidence, dedication, optimism, patriotism, mercy, salutation, humility, values of cultural heritage MEB Board Of Educationand Discipline were scanned in 27 values. The activities examined were classified as fictional and non-fictional texts, and were grouped according to listening, reading, speaking, writing skills and analyzed as separate tables according to each skill area. The values determined by the researcher have also been concluded by referring to expert opinions. According to this, in the activities of the 5th grade Turkish Course Book 223, at the activities 6th grade Turkish lesson book 214, at the activities 7th grade Turkish course book 78, at the activities 8th grade Turkish course book it has been determined that it passed 110 times. A total of 625 values were determined in the activities in the secondary school Turkish textbooks. According to these findings, the result is that thevalues are not given in a planned way. The values found in the 5th and 6th grade workbooks were found to be higher than the 7th and 8th grades. Values in 5th and 7th grade fictional text activities are more than values in non-fictional activities. In the 6th and 8th grade workbooks, the values in non-fictional text activities are more than the fictional text activities. İt is seen that the number of values detected in the listening activities is low while the values in the reading skill activities in all the class levels in general are concentrated. The book with the highest value is determined as the 5th grade and the book with the least value is the 7th gradebook.