TÜRKİYE CENTURY EDUCATION MODEL VIRTUE-VALUE-ACTION FRAMEWORK: A STUDY IN THE CONTEXT OF FALL TERM 5TH GRADE TURKISH COURSE BOOK

The word value is defined as a measure that tries to determine the importance of something (TDK, 2024). Values ​​education has mostly been included in educational programs. It was made official in schools with the First Lesson Circular published in 2010, and values ​​were emphasized in the decisions taken at the 18th National Education Council held in 2010 (Özdemir, 2019). In our country, values ​​education is mostly tried to be conveyed to students through textbooks. In the renewed program within the scope of the 2024 Turkey Century Education Model, the definition of the concept of value has been expanded and detailed as Virtue-Value-Action. For this reason, this research aims to examine the texts and visuals in the Primary School 5th Grade Fall Term Turkish textbook within the scope of the virtue-value and actions specified in the Turkish course curriculum. This research, which aims to examine 5th grade Turkish textbooks within the Virtue-Value-Action Framework, is a qualitative document review research. Descriptive analysis method was used for data analysis in this research. When the texts and visuals used in the 5th grade fall term Turkish textbooks were examined, it was seen that the most frequently mentioned value was love, while the least frequently mentioned values ​​were justice, patience, cleanliness, family integrity and savings. When the 5th grade Turkish textbook used in the 1st term was examined in general, it was concluded that the values ​​did not show a balanced distribution, some of the texts were insufficient to make the student sense the value and the visuals selected for the texts were both insufficient in number and insufficient in transferring the value.