The review of the texts in the context of the values in "Turkish Course book for seventh and eighth grade" published by the Ministry of National Education

In the present study, the existence of values in the texts of Turkish course books prepared by the Ministry of National Education for seventh and eighth grade students was analyzed. The first section of the study comprises of the purpose and importance of the study, premises, limitations and definitions depending on the situation of the problem. The second section contains the definition, classification and functions of value; values education; the place of value in syllabuses as well as the concept of text; the features that should be included in the text; the texts in the book, the values studied and findings regarding thece values. In the research, the thirty six texts in the twelve themes in Turkish course book prepared by the Ministry of National Education for seventh and eighth grade students were examined. As a result, the values which are present in the texts and the ones which are not were determined. While the frequency of values is 145 in the course book for grade seven, it is 94 in the eighth grade course book. The only value which is not present in the seventh grade course book is justice, yet 11 values are absent in the course book for grade eight. In both books, the theme which includes the most values is Ataturk Theme. Although it is impossible to compare the texts since the types of them differ in the books, it can be concluded that the frequency of values is significantly high in the types based on events. Besides, since poetry is a type which appeals to emotions, it has a lower frequency as a value. Within the concept of the data gathered, the coursebooks for seventh and eighth grades neither include all of the values determined nor have a proportional distiribution of them throughout the books. Some texts, which may, in fact, include many important values, merely include information. As a result, teachers need to have more responsibility in conveyance of values (value transfer) before, during and after reading the texts.