An instructional analysis of the tales in Turkish textbooks

The basic educational material of education and training activities are textbooks. Each text shown in the course material is based on a topic and contains a message that is aimed at indirect or direct transmission. These messages are valuable in terms of the adequacy of the text in language transmission and the clarity of the messages it contains. These messages, which enable children's physical, mental and emotional structures to be directed, should be arranged in a way that the child can reinforce the information received in the lesson and in connection with the ethical values that he or she can identify with. The acquisition of national and universal values surrounding the child's life is possible with language. It is the responsibility of the Turkish course to transfer the language with all the rules, to impart it, to expand it, and to transform it into a skill. The texts in Turkish textbooks are of educational importance as qualified literary genres that trigger children's curiosity, and desire for research and invention, and enable them to control their forward-looking behaviors and values. It is seen that the focus is on fairy tale texts in the selection of texts in textbooks designed for Turkish education. The tale texts in question are used both in the pre-school period and at all stages of the primary education process. In this context, the study, which aims to reveal the use of fairy tales in education and the appearance of value conveyed through fairy tales, has been organized to cover all stages of the primary education process. The study group of the research consists of 53 fairy tale texts in Turkish textbooks belonging to different publishing houses and grade levels. In the study, which adhered to the qualitative research method, the data were obtained by the document analysis method. Content analysis was used to analyze the data obtained from the analysis units by document scanning method. The study, which focuses on the place and role of fairy tales in children's education, starts with the source of the fairy tale, the basis on which it is based, the qualities that distinguish it from similar ones, and the divisions it contains. Along with the educational function of the tale, it covers the effect of the tale in value education and the transmission of the message in the tales. Educational messages in the analysis units of the study were grouped under the headings of personal development messages, messages about nature and environment, and messages for society by using the method of "coding according to predetermined concepts". The other field educational values within the scope of the study were examined on the basis of the categories in the values scale expressed by Schwartz (1992) and Kuşdil & Kağıtçıbaşı (2000). A total of 146 educational messages were identified in the sentences and paragraphs of 53 fairy tale texts examined in Turkish textbooks. It was determined that 88 of these messages were personal development messages, 26 were nature and environment related messages, and 32 were social messages. "Fine arts" message is the most common message in the personal development message group; "Getting to know nature and living things" messages the most in the group of messages related to nature and the environment; on the other hand, it is seen that the "prejudice" message is included in the group of messages for society. In the examination made in terms of transfusion of value,191 educational values were reached. It has been determined that "self-direction" is the most processed educational value group in the texts where examples of all value categories are found. This is followed by success, power, benevolence, hedonism, universalism, tradition, stimulation, conformity and security value groups. In the distribution of educational message groups for grade levels, personal development messages were classified as 1st grade; 3rd class of messages on nature and the environment; It has been determined that the messages for society are the most preferred groups at the 1st grade level. Within the scope of the study, it has been determined that the texts in the 1st grade textbooks contain the most value. It was determined that the least number of values belonged to the texts in the 5th and 8th grade textbooks. Keywords: Turkish Textbooks, Fairy Tale, Message, Value.