Investigation of knowledge visualization forms in social studies textbooks

Presenting knowledge visually improves the individual's visual thinking as well as his/her verbal thinking, and this contributes positively to the reading and comprehension process. The main purpose of the study is to examine the use of knowledge visualization in Social Studies textbooks, which enables the individual to better comprehend the abstract structure of information in the learning process. The data source of the research consists of 4th, 5th, 6th and 7th grade Social Studies textbooks being taught in the 2023-2024 academic year. In this context, the information visualization forms used in textbooks were examined; An analysis was made regarding the diversity of use, frequency and functions. In the study, in which document review, one of the qualitative research methods, was used as the research method, data was collected by creating tables on information visualization types and functions according to the classifications in the literature, and the obtained data was analyzed descriptively. In the comprehensive examination, semantic analysis table, connection diagram, fishbone, information map, puzzle, visual, graph, ring (loop), map, comparison/contrast matrix, event chain/flow chart, spider map, icon, table, date strip, While diagnostic branched tree and mind map formats were encountered, the use of formats such as problem/solution outline and Venn diagram could not be detected. During the review process, the functions of explanation, analysis, structuring information, organizing information, cycle, visual representation, showing hierarchy, showing relationship, comparison, discovery, sorting, classification, historical ordering and interpretation were achieved. As a result of the research, it was seen that visual tools consisting of images, symbols and maps were used at a high rate in 4th, 5th, 6th and 7th grade Social Studies textbooks. It was concluded that forms that visualize more abstract information were used to a lesser extent. In addition, it was observed that the visual representation function was used intensively, while other functions were used less. It can be suggested that Social Studies textbooks should adopt an understanding of diversity that includes different learning styles of students and that the ways of visualizing knowledge should be diversified not only in quantity but also in terms of functionality.