TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ
Contemporary approaches in education view students as individuals with different abilities. Instead of classifying and labeling students lazy/hard working, modern educational theories prefer to appreciate them as “less able/more able” by taking into account their skills and motivations. Thus, the qu...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Ahmet Simsek
2015-05-01
|
| Series: | Turkish History Education Journal |
| Subjects: | |
| Online Access: | http://www.tuhed.org/article/view/5000119573 |
| _version_ | 1797704788710785024 |
|---|---|
| author | Yücel KABAPINAR |
| author_facet | Yücel KABAPINAR |
| author_sort | Yücel KABAPINAR |
| collection | DOAJ |
| description | Contemporary approaches in education view students as individuals with different abilities. Instead of classifying and labeling students lazy/hard working, modern educational theories prefer to appreciate them as “less able/more able” by taking into account their skills and motivations. Thus, the question “Do textbooks need to be differentiated for students with different abilities” comes to the mind. The existing situation is to provide the same textbooks to all students even they possess different abilities. Thus, the present study aims to examine and make comparisons basic features of the two different history textbooks called as “core” and “foundation” published by Heinemann Publisher for the same graders with different abilities. Case study among the qualitative research designs was adopted in this study and document analysis method was benefitted since the history textbooks were the study group of the research. Two “core” and two “foundation” history textbooks published by Heinemann were examined in order to determine their basic features and find out their differences. The results of analysis of two types of the history textbooks called as “core” and “foundation” editions revealed that the foundation editions include less number of words and less number sentences as compared to the core counterparts. Similarly, the average number of words in the sentences and the number of abstract concepts were found to be less in foundation history textbooks |
| first_indexed | 2024-03-12T05:26:32Z |
| format | Article |
| id | doaj.art-455bcb96cc8847ec9559485d965283be |
| institution | Directory Open Access Journal |
| issn | 2147-4516 |
| language | English |
| last_indexed | 2024-03-12T05:26:32Z |
| publishDate | 2015-05-01 |
| publisher | Ahmet Simsek |
| record_format | Article |
| series | Turkish History Education Journal |
| spelling | doaj.art-455bcb96cc8847ec9559485d965283be2023-09-03T07:22:01ZengAhmet SimsekTurkish History Education Journal2147-45162015-05-014115617610.17497/tuhed.291595000110048TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİYücel KABAPINAR0Marmara ÜniversitesiContemporary approaches in education view students as individuals with different abilities. Instead of classifying and labeling students lazy/hard working, modern educational theories prefer to appreciate them as “less able/more able” by taking into account their skills and motivations. Thus, the question “Do textbooks need to be differentiated for students with different abilities” comes to the mind. The existing situation is to provide the same textbooks to all students even they possess different abilities. Thus, the present study aims to examine and make comparisons basic features of the two different history textbooks called as “core” and “foundation” published by Heinemann Publisher for the same graders with different abilities. Case study among the qualitative research designs was adopted in this study and document analysis method was benefitted since the history textbooks were the study group of the research. Two “core” and two “foundation” history textbooks published by Heinemann were examined in order to determine their basic features and find out their differences. The results of analysis of two types of the history textbooks called as “core” and “foundation” editions revealed that the foundation editions include less number of words and less number sentences as compared to the core counterparts. Similarly, the average number of words in the sentences and the number of abstract concepts were found to be less in foundation history textbookshttp://www.tuhed.org/article/view/5000119573Tarih Ders Kitapları, Daha Az/Çok Yetenekli Öğrenciler, Çoklu |
| spellingShingle | Yücel KABAPINAR TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ Turkish History Education Journal Tarih Ders Kitapları, Daha Az/Çok Yetenekli Öğrenciler, Çoklu |
| title | TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ |
| title_full | TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ |
| title_fullStr | TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ |
| title_full_unstemmed | TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ |
| title_short | TARİH DERSLERİNDE FARKLI BECERİLERE SAHİP ÖĞRENCİLERE AYNI DERS KİTAPLARINI SUNMAK NE DERECE ADİLDİR? : HEİNEMANN YAYINEVİ ÖRNEĞİ |
| title_sort | tarih derslerinde farkli becerilere sahip ogrencilere ayni ders kitaplarini sunmak ne derece adildir heinemann yayinevi ornegi |
| topic | Tarih Ders Kitapları, Daha Az/Çok Yetenekli Öğrenciler, Çoklu |
| url | http://www.tuhed.org/article/view/5000119573 |
| work_keys_str_mv | AT yucelkabapinar tarihderslerindefarklibecerileresahipogrencilereayniderskitaplarinisunmaknedereceadildirheinemannyayineviornegi |