摘要：Activity approach and strategies for developing an activity in line with it constitute one of the main dimensions of the constructivist approach. In the activities which are presented in the form of instructions as accompaniments to text books and teacher’s books, the strategy used in their preparation, the skills that were made use of in them, and the responsibility assigned to teachers regarding their use are issues that need to be considered. This study was conducted to evaluate activities in the 5th grade Turkish Workbook prepared by the Ministry of National Education in the 2016-2017 academic year in accordance with the Turkish curriculum (grades 1-8) published in 2015 and instructions for activities in the Teacher’s book of the same grade in terms of basic skills, cognitive skills, and teacher roles. In this study which used embedded single case study research design, the objects of study were the 5th grade Turkish Workbook and Teacher’s Book. The study was limited to the activities and activity instructions in Unit 1. As the data collection tool, a list of criteria prepared according to the three criteria which are basic skills which consisted of 8 categories (using Turkish accurately and effectively, critical and creative thinking skills, communication, problem solving, research, using information technologies, entrepreneurship, decision making); cognitive skills which consisted of 9 categories (sequencing, classifying, questioning, associating, criticizing, guessing, analyzing, synthesizing, evaluating); and teacher roles which consisted of 9 categories (attention, activating prior knowledge, guiding toward activity, planning, guiding for finding information, presenting information, reinforcing, communicating, testing and assessment) were used. The data were analyzed using descriptive and content analysis, and strategies for activity development at 5th grade level were identified. The findings of this study show that activities were built around the constructivist approach, that basic and cognitive skills were manifested at different rates, and that teachers’ role was identified as that of a guide.
其他摘要：Etkinlik yaklaşımı ve bu doğrultuda etkinlik stratejisi geliştirme süreci, yapılandırmacı yaklaşımın temel boyutlarındandır. Ders kitaplarının yanında çalışma kitapları için hazırlanan ve öğretmen kılavuz kitaplarında yönergeler biçiminde sunulan etkinlik
关键词：activity; strategies for developing an activity; basic skills; cognitive skills; teacher role
其他关键词：etkinlik; etkinlik geliştirme stratejileri; temel beceriler; zihinsel beceriler; öğretmen rolü
