Evaluation of history textbooks in social issues according to content editing principles

In this research, social studies textbooks (4th, 5th, 6th, 7th grade) evaluated compliance with the principles on issues of content regulation. In this research, both quantitative and qualitative research methods were used together. Classroom teachers and teachers of social studies and expert opinion of the paper receipt scanning, developed the principles of editing the content of textbooks assess the compliance questionnaire. The study group of the survey administration, teachers are involved, due to the ease of transportation in Denizli/Bekilli, Istanbul/Maltepe, Kocaeli/Gebze and Yozgat/Akdagmadeni at the official teachers in schools. What are the social studies textbooks used by these teachers learned that the books, descriptive analysis was prepared by the method of document review and expert opinion for that of the paper is scanned and a check list was developed to be used. The findings; gains consistency, the same class taught in association with other classes, the learning-teaching, training and compliance with the principles of sub-problems based on combining the visual layout is interpreted.The study, introduction, theoretical explanations and research, methods, findings and interpretations, conclusions and recommendations to be composed of five main sections.Determination and views of the teachers participating in most textbooks as a result of descriptive analysis, the gains largely reflect the content of textbooks; reflect the sections of the cause of it confined to the issues and to include detailed information in connection with it, including some the size of earnings (political life , social life and so on.,), gain more information on the size of a given briefly addressed other dimensions, is determined as the presence of incomplete information.Other subjects by associating the content of textbooks, establishment of connectivity is presented. Headings and sub headings in textbooks in some subjects is not compatible with each other, not in the textbooks containing summaries, questions for the student's presence in the given inference vardama although they are not submitted in accordance with the principle and asked for more history in the estimate were given;these dimensions were created outside of textbooks appropriate to the principles of learning-teaching. Preparatory questions, in accordance with established principles of exercise. However, there were problems in evaluation questions, students not having gotten yet knowledge, attitudes and behaviors to encourage and give the research, study subjects should have directions. Textbooks usually accordance with the principles of visual order, but not suitable for printing, it's problematic for some of the images and the size is small.Key Words: Textbooks, Content, Teacher opinions, Social Studies, History.