Analysis of social studies course books in terms of map reading ability

This research aims to reveal the level of proficiency of social studies textbooks for the development of map reading skills. Document analysis technique was used in this study designed in compliance with methods of qualitative research in accordance with the determined goal. The reason behind why method of qualitative research was utilized in the study is that it was aimed to comprehensively reveal problems preventing development of map reading skills in maps used in textbooks. The working group of the study consisted of textbooks of social studies accepted in Ministry of Education, Journal of Notifications and used at schools in 2014-2015 and 2015-2016 school years. 5-year life cycle should not be expired and there is a variety of maps has been pain attention in selection of examined textbooks. "Map Evaluation Form" developed by the researcher was used as data collection tool in order to carry out analysis of textbooks in chosen working group. Opinions of 5 instructors specialized in their fields were consulted for creating criteria of form. In the study, detailed analysis of totally 128 maps in 8 textbooks of social studies used at 4th, 5th, 6th, and 7th grade levels was made. This study in which textbooks are assessed according to map evaluation form criteria, suggests that maps do not contribute much to improving students ability to read maps in terms of usability and content, maps were not prepared in accordance with scientific principles, it was considerably hard for some students to utilize from some maps. It was also concluded in examined maps that especially quality of script, quality of color and printing, indicating references, presence of basic map elements, student-map interaction, and map-book compliance were not paid attention. Consequently, solution suggestions appropriate to the obtained results were offered in the study. Key Words: Social Studies, Textbooks, Skill, Map, Map Reading Skills