Author(s): Seyit TAÅER, Ahmet ULUSOY
Different methods have been used regarding how the content brought by the knowledge with a wide spectrum since history can be transferred to students. It is known that there have been important changes in many areas, especially in the socioeconomic and demographic structure. However, it can be said that achieving success in education is possible by creating a systematic education structure. When we look at our history, perhaps, madrasahs come to the fore as a systematic educational institution that provides this need, attaches importance to individual development and education. It is possible to evaluate similar examples in terms of other educational institutions. In today's educational environments, it has become a need to apply different teaching methods to students with various abilities or different intelligence structures and to arrange the course contents accordingly. Differentiated teaching approach has emerged as an element of pedagogical formation to meet these needs. In this study, all kinds of information and content related to differentiated teaching approach were scanned. In this respect, social studies textbooks taught in 5th, 6th and 7th grades in the 2019-2020 academic year were evaluated in terms of differentiated teaching approach.
The Journal of International Social Research received 7760 citations as per Google Scholar report
