Analyse of values in textbooks of secondary schools by semi̇oti̇cal vi̇ew

This research was held in order to find out results of semiotic analyse of textbooks which used at secondary schools. For this research books which approved by Ministry of Education, Board of Education and Discipline using at secondary schools for 5 years analysed by semiotical view. Totally five values (tolerance, responsibility, peace, solidarity and patriotism) which found in 13 textbooks examined. Books which examined are social sciences of 5 and 6. grades, education of religion and ethics that 5, 6, 7 and 8. grades, music workbooks 5, 6, 7 and 8. grades, history of Turkish revoluation and Kemalism 8. grade, finally textbook of citizenship and democracy education 8. grade. In this research a method is developed which give posibility to analyse textbooks by semiotic view. According to as mentioned method book cover of textbooks, frequency of value, kind of mod, modal and degree of value, metaphor of value, semiotic analyse of visuals which used in textbooks, semiotic analyse of texts, number of pictures which explainer of values, kinds of transport which contain values and number of pages which explainer of values were found out. As result of analyse, 5 of books cover which confirmed from 13 text books were relevant to values. Value of tolerance was mostly located in eighth grade textbook of education of religion and ethics. Value of responsibility was mostly located in textbook of eighth grade citizenship and democracy education, value of solidarity was mostly located in fifth grade textbook of education of religion and ethics. Value of peace was moslty located in textbook of eighth grade history of Turkish revoluation and Kemalism, value of patriotism was mostly located in textbook of eighth grade history of Turkish revoluation and Kemalism. Number of visual source about value of tolerance was mostly used in textbook of eighth grade citizenship and democracy education. Number of visual source about value of responsibility was mosly used in textbook of fifth grade social sciences. Number of visual source about value of peace was mosly used in eighth grade textbook of history of Turkish revoluation and Kemalism. Number of visual source about value of solidarity was mosly used in textbook of fifth grade education of religion and ethics, number of visual source about value of patriotism was mosly used in eighth grade textbook of history of Turkish revoluation and Kemalism. Two methaphors were used about values. Values which located in textbooks were given in 20 forms except of plain text and picture. As result of semiotical analyse of 13 textbooks; 25 signs used about tolerance, 100 signs about responsibility, 49 signs about peace, 47 signs about solidarity and 38 signs about patriotism confirmed. Research conducted for teaching values 28 illustrations and 90 real photographs used. According to analyse of pictures which contained in textbooks in pictures of 4.8, 4.20, 4.14, 4. 20, 4.22, 4.23, 4.24, 4.27, 4.28, 4.33,4.34, 4.37, 4.40, 4.42, 4.56, and 4.61 identified as non conforming signs and signified of values. Research conducted values of tolerance used in textbooks for 75 times and used 17 visual sources. Value of solidarity used 112 times in textbooks and 17 visual sources. Value of peace used 183 times and 9 visual sources in textbooks. Values of patriotism used 22 times and 31 visual sources in textbooks. Value of responsibility used 250 times and 48 visual sources in textbooks. Values which contained in textbooks examined by criterion of Charles Sanders Peirce's semiotical triangle. Signs and signified elements considered and analyses about values were found out. About values 26 high modalities and 1 law modality were used in textbooks. Frequency of modality of values unused and as kind of modality 2 law objective modalities used. In this research signs of values in textbooks were confirmed as 58 signs about individual field, 59 signs about national field, 50 signs about religious field, 70 signs about historic-social field and 28 signs were about international field. In this research results of signs about values which used in textbooks were found out. Signs about tolerance mostly used in textbook of eighth grade citizenship and democracy education. Signs about responsibility mostly used in textbook of fifth grade social sciences, signs of peace mostly used in fifth grade textbook of education of religion and ethics, signs of solidarity mostly used in fifth grade textbook of education of religion and ethics, signs of patriotism mostly used in eighth grade textbook of history of Turkish revoluation and Kemalism. In this semiotical research it was seen that textbooks have deficiencies to create of meaning about teaching values most importantly it was seen that unsuitable pictures and text were existed. Modal and metaphor were used quite a little. Values which exist in curriculum of music lessson weren't seen in music workbook. Finally for the porpose of teaching values more effective it was made out that textbooks must review, improve and fulfil their deficiencies. Key Words: Teaching of Values, Semiology, Textbook, Metaphor, Modality,Charles Sanders Peirce, Signified, Sign.