Evaluation of Turkish Language and Literature textbooks in terms of critical thinking

The purpose of this research is to evaluate the reading texts and the questions about the texts in the Turkish Language and Literature textbooks prepared according to the 2018 curriculum in terms of critical thinking. In this framework, it is aimed to determine the distribution of the mentioned texts and questions in terms of critical thinking according to grade levels and units. The data source of the research designed in the semiotics method consists of the 9th, 10th, 11th and 12th grade Turkish Language and Literature textbooks, which have been determined by the Ministry of National Education as a textbook for five years as of 2019. The data in the research were obtained by document analysis, which is one of the qualitative research data collection methods. The collected data were analyzed with thematic and descriptive analysis techniques. According to the results obtained in the research, it was determined that there was no planning for the development of critical thinking during the determination of the texts and questions in the Turkish Language and Literature textbooks. When examined according to grade levels and units, it was seen that the 9th and 10th grade textbooks contained very few improving texts and in-depth comprehension questions. Therefore, it has been concluded that the texts and questions in the 9th and 10th grade textbooks, which are of particular importance as they form the basis of the course, are insufficient in developing critical thinking. On the other hand, when examined according to grade levels and units, it was seen that the 11th and 12th grade textbooks were rich in terms of developing texts and in-depth comprehension questions. Therefore, it has been determined that the questions and texts in the 11th and 12th grade textbooks are sufficient in terms of critical thinking. However, since there is no gradual planning in terms of critical thinking, the inadequacy of the 9th and 10th grade textbooks devalues the adequacy of the following books. In addition, although there are exceptions, it has been determined that there is a positive relationship between the improving text and the in-depth question. It was seen that in-depth questions were in the majority in units with improving texts, and content comprehension questions were in the majority in units with ineffective and obstructive texts. According to these results, it is recommended that the textbooks should be revised and restructured with a gradual planning in order to overlap the curriculum with the textbooks and to create a critical society.