Examination of social studies textbooks from past to present in terms of citizenship transfer

The general objectives of education in our country national; revolution and Atatürk principles and expressed in the Constitution, which is connected to the nationalism of Atatürk, the Turkish nation's national, ethical, humanitarian, spiritual and cultural values, adopting preserve and improve; his family, his country, his nation, and always working for the glorification of human rights based on the basic principles and the Constitution at the beginning of a democratic, secular and social state of law against citizens of the Republic of Turkey knows them and raise them as their duties and responsibilities in the form of behavior has been identified. In this direction, the social studies course is of central importance in achieving this goal. The most important material used when transferring values and skills to individuals is textbooks. In this study, it was aimed to examine social studies textbooks in terms of citizenship transfer. Qualitative research method and case study related to this method were used in the research. In the study, document analysis was used as a data collection tool. Within the scope of the research, 1970 4th and 5th grade, 1979 4th grade, 1982 5th grade, 1993 5th grade, 1997 4th grade, 1999 4th grade, 2004 5th grade, 2015 4th grade, 2017 5th grade, There are 12 social studies textbooks, including 2019 4th and 5th grade social studies textbooks. The data obtained as a result of the research were analyzed with the content analysis method. Content analysis covers the process of examining the data in detail and in depth. After reading the textbooks in detail by the researcher, the codes were created, and then the analysis process was terminated by reaching the temporary themes and main themes. The data obtained through content analysis are presented under the themes of national elements, homeland and citizenship. As a result of the research, it was found that the theme of nationalist elements is widely included in all textbooks. The narrative of language and race, which are sub-themes, appears especially in the textbooks of 1970 and 1979. It seems that the theme of Homeland has a continuity in textbooks. But the theme of material elements of the homeland, which is the sub-theme of the homeland theme, is not included in the textbooks dated 2015,2017 and 2019. Looking at The Citizen profile, it was found that while the homework-based citizen profile prevailed in the textbooks of the past semester, the rights-based citizen profile was included in the current textbooks.