Function-Based Language Structures/Vocabulary and Taxonomic Levels of Activities in Turkish 5th Grade Textbook

Abstract

The purpose of this study is to determine the activities included in the function-based language structures/vocabulary categories in the 5th-Grade Turkish Textbook, which was prepared within the scope of the Middle School Turkish Language Curriculum implemented under the Century of Türkiye Education Model and their taxonomic levels. For this purpose, the activities were examined, excluding the main listening and reading texts in the textbook, i.e., the texts within the activities and the texts in the end-of-theme assessments. Each activity was examined in the context of the updated Bloom taxonomy and according to the function-based language structures/vocabulary categories in the Middle School Turkish Language Curriculum. Thus, each activity was evaluated according to the types of knowledge and cognitive process dimensions in the updated Bloom taxonomy. The study, which employed document analysis, yielded the following results. When function-based language structures/vocabulary categories were examined holistically, a relatively balanced distribution of activities among the book’s themes was observed. However, when these categories were evaluated separately, it was determined that activities related to them did not show a balanced distribution across themes. It was understood that activities related to certain categories were concentrated in specific themes. It was also determined that activities related to some categories were very few in number. Furthermore, it was found that the examined activities were mostly concentrated in the understand and apply stages in terms of cognitive process dimensions. In terms of knowledge types, it was understood that they were concentrated in conceptual and factual types. Recommendations for Turkish textbooks were made based on the findings.