An investigation of 4th grade social studies textbooks and teacher practices in relation to perceptual learning styles

Aim of the present study was to analyze the learning activities included in 4th grade social studies textbook, as well as the teachers? opinions concerning these activities and techniques teachers utilize to apply the learning activities in relation to students? perceptual learning styles.The current descriptive study carried out at three phases. First, the learning activities in 4th grade social studies textbook were analyzed for their content. At the second phase, which was done in 2006-2007 academic year, the researcher used natural observation strategy to observe 4th grade classes in four public primary schools (two of which were in high socioeconomic status (SES) neighborhoods, and two in low SES neighborhoods). All of the observed schools were located in a southern metropolitan city of Adana, Turkey. The observation sessions were carried out in ? Hep Birlikte? unit in social studies classes. The application process of the learning activities of the textbook was analyzed during the unit. The frequencies and percentages were calculated for both stages and the results presented in relation to the perceptual learning styles (PLS). At the last phase, in order to find out teachers? opinions, semi-structured interviews were done with 22 fourth-grade teachers who work in different public primary schools. Data gathered from teacher interviews were transferred to computer, transformed to codes after being read and analyzed and then themes and groups were compared by gathering related codes. Some parts of the qualitative data on teacher opinions were quoted for the purpose of illustrating teachers? point of view.Results of the content analysis of the related document revealed that learning activities in social studies textbook were predominantly prepared appropriate for audial ( 32.92% ) and visual ( 32.69% ) students in terms of perceptual learning styles. However, students who have a kinesthetic learning style were ignored. Observational data on the application of the learning activities were in line with the content analysis data. Again, learning activities were predominantly appropriate for students who have audial and visual learning styles. None of the observed activities were suitable for students who have kinesthetic learning style. At the interviews, informant teachers indicated that most of the activities were suitable for the students who have audial and visual learning abilities.In conclusion, activities in the social studies classes were prepared and performed to suit the students who have visual and audial learning styles, however the students who have kinesthetic learning style were grossly ignored.Key words: Perceptual learning styles, Visual Audial Tactual, Kinesthetic, Social Studies, Activity