Akademik Veri Yönetim Sistemi
African Educational Research Journal, cilt.9, sa.2, ss.630-640, 2021 (Hakemli Dergi)
The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United
States, and France (ethics-citizenship education) based on values education content. The study was
designed with the holistic multi-case method, a qualitative research approach, and the study data were
collected with document analysis. The study group was assigned with criterion sampling, a purposive
sampling method. The study data were analyzed with the content analysis technique. The study findings
were as follows: Value dimensions in the textbooks employed in the three countries were similar in the selftranscendence value dimension in Turkey and France, while self-enhancement value dimension was
identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the
three countries demonstrated that the achievement category was prominent in Turkish and American (New
York) textbooks, while universalism-concern value type was observed in France. Modesty value type was
observed the least in the USA (New York) and France textbooks. However, the least frequent category was
prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook
learning-instruction processes in the three countries were similar and the value explanation approach was
adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The
least frequent value instruction approaches in the textbooks were value instruction by observation in
Turkish and French textbooks and moral reasoning method in the American (New York) social studies
textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by
observation approach.