An Investigation into 2005 and 2018 Life Studies Textbooks in the context of Learning Approaches: How do Classroom Teachers Interpret the Change?

Abstract

The purpose of the current study is to unveil classroom students’ perceptions towards the textbooks prepared in reference to the 2005 and 2018 Life Studies Curricula and to reveal the impact of these textbooks on the teachers’ preparation for the lesson and teaching- learning processes. To this end, the study consists of 15 classroom teachers, 7 of whom are female and 8 of whom are male working in the province of Gaziantep. The study was carried out as a case study model and the research data were collected through document analysis, questionnaire, and semi- structured interviews. In the analysis of the data, the content analysis method was used. In the light of the findings obtained, the codes were created based on the transcripts. The similar codes were grouped together within the framework of certain themes. The findings have revealed that the participants are of various perceptions and understandings regarding both textbooks under the themes of the representation of written information, visuals and their functions, activities and their qualities and teaching- learning process. It was indicated that classroom teachers who preferred 2005 textbook developed in-class processes in accordance with the principles of the constructivist approach; however, those who preferred 2018 textbook were found to have developed certain processes in compliance to constructivist approach and behaviourist learning theory. It was determined that teachers had a perception that there were traces of both learning theories related to 2018 textbook and developed in-class processes there away. Furthermore, it was concluded that teachers were in the orbit of the textbooks presented to them and attempted to generate a learning experience in accordance with the approach that the books were based on in the preparation and in-class processes. In this regard, it can be said that textbooks have a significant impact concerning teachers’ perceptions on the roles attributed to teachers and students during in-class processes.