ORTAOKUL SOSYAL BİLGİLER VE FEN BİLİMLERİ ÖĞRETMENLERİNİN YARDIMCI KİTAP KULLANMA NEDENLERİ İLE İLGİLİ GÖRÜŞLERİ.

This study was carried out so as to reveal the reasons for the use of supplementary books that secondary school Social Sciences teachers and Science teachers make their students purchase in addition to the course books. Thus, a semi-structured interview form developed by the researchers was employed. First, a semi-structured interview form consisting of five open-ended questions was prepared. These questions were submitted to the standpoints of two experts, and as a result of the information provided by the experts, the number of the questions was decreased to four and corrections were made regarding the scope of the other questions. The teachers were asked whether they use supplementary books, on what they pay attention to while buying supplementary books, and how the supplementary books help both the students and the teacher. A total of 12 branch teachers, 6 Social Sciences teachers and 6 Science teachers working in the district schools in Ağrı, Turkey, voluntarily participated in the study. Basic qualitative research method was used in the study. Descriptive, systematic and data analysis methods were used for data analysis. Some of the results obtained from the findings of the study are as follows: as a result of the research, both Social Sciences teachers and Science teachers state that they use supplementary resource books. It was concluded that the majority of teachers make their students purchase supplementary books for such reasons as visual richness, excessive application, providing permanent learning with repetition of the subject, emphasis on the subject matter in narration, and the use of understandable language. It was also concluded that when Social Sciences teachers and Science teachers make their students buy supplementary books, they pay attention to the suitability of these books to the program of MoNE (Ministry of National Education), the presence of exercise questions similar to the ones in the exams of MoNE, the number of the activities and variety of the question types, the variety of information, the language of narration and the quality of the questions. [ABSTRACT FROM AUTHOR]