Akademik Veri Yönetim Sistemi
14th International Congresses on Social, Humanities, Administrative, and Educational Sciences in a Changing World, Ankara, Türkiye, 6 - 08 Kasım 2024, ss.1325-1344, (Tam Metin Bildiri)
The way for developed countries to cultivate individuals who meet the requirements of the modern age is only possible through science and education. Education is not only a component of individual success but also of social and national development. Reshaping educational programs to align with the needs of the age and society holds critical importance. With the developing and changing world, countries have begun to make adjustments to their educational programs. As in many countries, in our own country, the current curricula are periodically revised and updated to reflect society's scientific, economic, and technological needs. The curriculum, which aims to transform Turkey's education system, is presented with the Turkish Century Education Model. One of the tools that reflect the objectives, aims, and content of the curriculum is textbooks. Textbooks, one of the primary instructional materials, allow for the structured and systematic delivery of lessons and are used across all levels of education. Textbooks provide students with information related to the curriculum, guide them toward behaviors aligned with the general and specific objectives of the program, and encourage research and inquiry. The theory of didactical transposition is a theory that explains the process of transformation that scientific knowledge undergoes until it becomes assimilated knowledge by students. This transformation is seen as the curriculum's concrete reflection of scientific knowledge. According to the theory of external didactic transposition, textbooks are products transformed from scientific knowledge into teachable knowledge. This study aims to examine the topic of cells and organelles within the 2018 science curriculum in the unit “Journey to the Structure of Living Beings” within the framework of the theory of didactic transposition. Within this scope, the scientific knowledge presented in the 7th-grade textbook used in the 2018 curriculum and in the 5th-grade textbook under the new curriculum was examined as a product reflecting teachable knowledge. Document analysis, a qualitative research method, was used in this study. The findings revealed that the grade level prioritized transforming scientific knowledge into teachable knowledge, while some elements were overlooked. Based on the findings, recommendations were made to stakeholders who prepare and use the new textbooks within the theory of didactical transposition framework.