Akademik Veri Yönetim Sistemi
Folklor/Edebiyat, cilt.100, sa.4, ss.1119-1132, 2019 (Scopus)
In this study, critical thinking elements in proverbs, which are also teaching materials, are examined. This qualitative study is done basing on document review. All proverbs included in the texts and activities of the Turkish textbooks published by the Ministry of National Education were included in the study. Proverbs were first determined by the researchers, and then all the proverbs were controlled from the TDK online dictionary (2018). Finally, the approval of 3 field experts was obtained and the list was clarified. As a result of the study, it was determined that there were critical thinking elements in 44 different proverbs in the textbooks. However, given that there are 18,838 proverbs in Turkish, the number of proverbs in books is clear. In addition to the limited number of proverbs, the critical thinking elements in the proverbs given are also weak and these proverbs do not adequately represent the critical thinking steps. The weakness of critical proverbs, especially in the 7th and 8th grades, is negative. The proverbs in the Turkish secondary textbooks in the current secondary school will not contribute to the students to develop critical thinking skills and to develop practical critical thinking skills. In secondary school Turkish textbooks proverbs should be given more in both texts and activities, and these proverbs should bear elements of high-level thinking skills such as critical thinking. Thus, proverbs with functions such as culture transfer, implicit teaching and love of native language can be used more efficiently.