Assessment of controversial issues in social studies education

In many topics worldwide and in Turkey, controversies have arisen. Each of these controversial topics concerns both the individual and society. The fundamental lesson that includes topics concerning both the individual and society is the social studies lesson. Therefore, the social studies lesson encompasses controversial topics. The social studies lesson should be a course that motivates individuals to think, research, discuss, and generate new ideas. In this respect, it is crucial to educate individuals who can express their opinions on controversial topics. The delivery of education, and the way this education is provided, are crucial in expressing these opinions. One of the most important tools in education delivery is textbooks. The manner in which topics are presented in textbooks is crucial for the learning and comprehension of controversial topics in social studies. The purpose of this study is to analyze how controversial topics are presented in the 5th, 6th, and 7th grade social studies textbooks and the 8th grade Republic History and Kemalism textbooks. The data for the research was collected through document analysis, one of the qualitative research methods, and content analysis was used for data analysis. The 5th, 6th, and 7th grade social studies textbooks and the 8th grade Republic History and Kemalism textbooks were thoroughly examined for the research. According to the findings of the research, none of the textbooks examined specifically addressed controversial topics, nor did they mention that these topics were controversial. For example, although controversial topics such as cultural degeneration, media, and TV broadcasts are mentioned in the 6th grade Social Studies textbook, they could be identified as controversial topics and included in the book under this title.