Examination of Grade 5th Turkish Textbook in terms of Picture-Text Relationship

Abstract

Textbooks are one of the tools that contribute to the learning and training of learners. Textbooks with an easy-to-access guide should be prepared in a way that fits student-level and supports student development in terms of form and content. Textbooks designed in accordance with the level of the students are also attracted by students. The preparation of these books by taking into consideration the qualifications required for the tools used in education helps to achieve the educational objectives. One of the educational features in the textbooks is the pictures accompanying the texts. In this research, it is aimed to reveal the relation between the pictures in the 5th grade Turkish textbook published by the Ministry of National Education in the academic year of 2017-2018 with the texts. In the qualitative research, the document analysis technique will be used. The number of pictures used in the book, the way the pictures and texts are related, the colors used, and the color of the children, etc. examined in this study. The findings obtained as a result of the examination presented with a descriptive analysis table. As a result, in the eight texts examined, it was seen that the pictures in combination with the text were selected in accordance with the contents of the texts. Various suggestions have been developed for the missing parts in terms of image-text relation.

Examination of Text Pictures in Turkish Textbooks

“…According to the findings, the illustrations in the Turkish textbook were found to be inadequate in terms of helping children to develop creative imagination, individuals with a great imagination and artistic taste, and in terms of developing children's imagination. Demirel, Kökçü and Akbaba (2018) in their research in the 5th grade Turkish textbook aims to reveal the relationship between the pictures and texts. In the eight texts examined, it was seen that the pictures in combination with the text were selected according to the content of the texts.…”

“…Bu bağlamda bakıldığında bile çocuk kitaplarındaki resimlerin çocuğa göre olmasının önemi daha iyi anlaşılabilir." (Özer, 2007, s. 431 (Baş ve İnan Yıldız, 2014;Çakır, 2013;Demirel, Kökçü ve Akbaba, 2018;İşcan ve Cımbız, 2018;Sever, 2013).…”

Sedat Girgin’in Resimlediği Kitaplardan Örneklerle Çocuk Edebiyatında Resim-Metin İlişkisinin İncelenmesi

“…Resimlerin kitabın veya metinlerin başlığıyla uyumlu olması çocuğun anlam kurma sürecini hızlandırması açısından önemlidir. (Demirel, Kökçü & Akbaba, 2018) Resimli çocuk kitapları çocuğun bilişsel gelişimi başta olmak üzere hem bakış açısı hem hayal dünyasını şekillendirmesi hem dil gelişiminde farkındalık kazanması açısından çocuk edebiyatında önemli bir yer tutmaktadır (Fang, 1996). Çocuklar, resimler aracılığıyla dünyayı tanırken aynı zamanda metinleri okuyarak kelime haznesini geliştirir.…”

Comparison of the Second Grades Native Language Textbooks of Turkey and Iran in Terms of Design

“…According to these results, it can be stated that the Iranian book is designed a little better than the Turkey book in terms of page design. Demirel, Kökçü, and Akbaba (2018) found that the pictures were on the same page with the texts in the 5th grade Turkish textbook, which they examined in terms of the picture-text relationship. However, Akın (2015) revealed in his research that there is not enough visuality in the grammar studies included in the Turkish workbooks, and therefore, visual elements are not sufficiently utilized in grammar teaching.…”