Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleYalnız künye2021An Analysis of the Pictures in Physics Textbooks in Terms of Gender Roles
Takaoglu, Zeynep Baskan
Education is one of the fundamental needs of individuals. However, sometimes undesirable attitudes such as gender discrimination can be taught through textbooks or other resources in educational activities. This study aimed to explore the images in textbooks in terms of gender roles. Physics textbooks were analyzed considering the use of images of men and women, the professions they belong to, and the people, places, and actions in which they are shown together. Physics textbooks used in the 9th, 10th, 11th, and 12th grades in Gumushane in the 2018-2019 academic year were examined. In this research, conducted in a qualitative research design, the document analysis technique was used for the data collection. The data were analyzed with the content analysis technique. The results showed that the images in physics textbooks include more male images, and the male gender is more often represented in professional professions and artists, and men are often depicted alone or as public actors, with professional staff, and outdoors. Female figures, on the other hand, are shown less in the textbooks, and they have taken on the duties assigned to women by the society, which are mostly inside the house. Based on this, the results reveal that Physics textbooks show a favorable position for men and that and the representation of gender roles is applied unequally. Moreover, it is also observed that traditional gender roles are displayed in textbooks through hidden curricula.
- MakaleAçık Erişim2018Comparing Physics Textbooks in Terms of Assessment and Evaluation Tools
Takaoglu, Zeynep Baskan
Assessment and evaluation instruments provide teachers the opportunity of shaping education in the beginning, contributing to education during the process and evaluating education at the end of the process. Textbooks, on the other hand, are resources that present the aforementioned contributions to teachers at first hand. Thus, the study aims to compare the distribution of assessment and evaluation instruments in the physics textbooks being used in the academic year of 2011-2012 and 2016-2017 according to units, settlement within units and types of assessment instruments that are used. For that purpose, 9, 10, 11 and 12th grade textbooks being used in physics lessons in the academic year of 2011-2012 and 2016-2017 were examined via document analysis method. As a result of the study, it was determined that the highest number of assessment instruments in physics textbooks from two different years was encountered in the unit of force and motion. The reason for this unit having higher number of questions could be associated with higher number of mathematical operations in the unit intended for allowing students to overcome their mathematical deficiencies by practicing such questions. It was observed that the number of questions was increased especially in the books being used in the academic year of 2016-2017 and alternative assessment instruments were fewer than traditional assessment instruments. Traditional assessment instruments are still used very frequently in the textbooks, which proves the effect of traditional approaches in assessment and evaluation. Another reason for this condition is that a result-oriented evaluation is used in the university entrance exam. In the light of these results, it is suggested to make the university exam student-centered rather than making an arrangement in textbooks.