Analysis on inclusion of social studies economy concepts in coursebooks

Having an efficient and satisfactory economy education may enable an individual to actively participate in decision making process about economy-related issues. This is very important for democratic societies. This research aims to search methods and levels of teaching "economy" concepts prepared for Turkey 2005 Social Studies Program in 6th and 7th grades. In this study, 6th and 7th grade social studies coursebooks taught at schools within 2013-2014 academic year were investigated. Document review method was used in this research within the scope of qualitative research method. In this research, primary school 6th and 7th grade social studies coursebooks were used. Content analysis method was preferred. Economy concepts used in this study were formed according to the research question; clarified via literature review and pre-reading on books and finalized following expert opinion. Approximately the same number of concepts takes place in all social studies coursebooks of 6th and 7th grades. It was seen that the repetition frequency of concepts in IMYAY Publishing is more than MoNE (Ministry of National Education) Publishing. Approximately the same number of concepts takes place in 7th grade coursebooks. As for the inclusion "economy" concepts, we can say that repetition is about two times more in coursebooks of MoNE publishing than Anıttepe Publishing. Analyzing 6th and 7th grade social studies coursebooks, it was found that concepts on 6th grade level are more advanced in terms of the repetition frequency of concepts. According to the results of the research, results among countries considered to be in economically developing countries such as Croatia, Taiwan and Turkey are significant. Studies prove the presence of a positive correlation between economy education and development. It is believed that this study will bring a remarkable contribution to the literature.


INTRODUCTION
Education is a process which ensures the continuity of social system.In this process, information, skills, attitudes and values generated by society factors are acquired by individual and that individual's and society's development is ensured.One of the fundamental disciplines being in relationship with multi-dimensional development is *Corresponding author.E-mail: mseker@yildiz.edu.tr.Tel: +90 (505) 2597427.
Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License economy.Economy-related problems are among the issues which put most pressure on people and which societies always encounter.These problems are the main reasons of the conflicts that threat world peace between continents, nations, people, states, various institutions and organizations.The leadership of nations in political and ideological struggle mostly depends on economic power (Baker, 1950).The biggest advantage of developed countries is to have well-educated, qualified labor force that can keep up with rapid changes in production process and high knowledge generation capacity.Improvements in education increase both efficiency of labor force and knowledge generation capacity and thus positively affect economic growth.Performance of a country within development process is closely related to the efficiency of education system (Calıskan et al., 2013) Studies conducted at the beginning of 1960s via growth calculation methods revealed that the increase in economic growth mostly depends on the improvement in education level of labor force and studies conducted on various countries show that education has a significant contribution to economic growth (Cakmak, 2008).Education contributes to economic production process in terms of re-generation of knowledge, use and dissemination of new knowledge.
The activity of economy evolves out of a universal unbalance.This unbalance is derived from the fact that human needs are unlimited while the resources to fulfill these needs are limited.Humanbeing must order the world in order to reduce this unbalance between needs and resources (goods and services).At this point, this ordering activity consisting of production, distribution and consumption is called as economic activity.To observe, analyze, interpret and consciously steer this activity is the subject of the science of economics.
Educational institutions are the production places where knowledge is generated and submitted to the demanding students.Being this close to each other in terms of fundamental concepts, education and economy is always in a relationship with each other (Dura, 1996).Knowledge on economy and the ability to apply this knowledge are required for a responsible and active citizenship.Citizens, producers, consumers, investors and people who can vote must understand and use the fundamental economy concepts in order to serve satisfactorily.A country needs people who are equipped with comprehension and using skills on economy in order to be able to have a word on world economy and protect her entity.A definition of effective citizen is to have knowledge and skill on political, social and economic issues; to apply them and realize them into life (Seiter, 1989, cited by Akhan, 2010).Economy is directly related to daily lives of people.Economy education guides students to develop responsible behaviors towards production and consumption of resources.It improves children's skill to assess alternatives in daily economy lives.It teaches how to earn, use and save money.It enables them to know economic systems, economic models of countries.It makes students learn to what extent economic thoughts are important (Evans andBruckener, 1990, cited by Ozturk, 2009;Turan, 2008).
Today, global changes that profoundly affect economy life and social institutions occur.The responsibility to bring up generations having skills to cope with this change smartly is undertaken by schools.The first studies conducted in America about the necessity of involving economy education in pre-university education stage were started by some academic members of Education Faculty of New York University in 1947.The question sought to be answered was bringing up young people as competent economic citizens.In the studies, it was found that schools are weak in terms of skills and tools required to understand American economic institutions, curriculum is incompetent to give place to economy institutions, problems and tools; what is more to the point, primary and secondary school students do not have sufficient education in economy.In order to solve these problems, it was recommended that program experts should meet the most competent economy experts for a few weeks and should develop a plan for teacher education in national programme and citizen competencies.The first discussion on planning was made by program experts, economists from research organizations, participants from official institutions and labor and employee organizations; a plan and program were developed.In 1948, Economy Training Workshop was organized by New York University.In this workshop, the subjects which were discussed are as follows; factors which lead to production, distribution, stability and instability, full employment, unemployment, high and low productivity, national income analysis, a commonly used technique in research, an assessment tool being used in only colleges, crucial and emergent socio-economic problems of the period, things that should be known by each citizen about economy system, required materials in classrooms, which visual aids can be used to revive the curriculum, how social resources can be useful, suitable goals for the perspective of economy at secondary school level, how a democratic policy should be.One of the outcomes of the conference has been the establishment of the Joint Council of Economic Education.The Council adopted the principles of not being interested in special interests of any group, having no relationship with propaganda activities, having no effect on code activities, imposing no economic program (Baker, 1950).The Council started planning for analysis and evaluation of economy practices in Social Studies coursebook texts used in primary and secondary schools in 1971.In the analyses, the researched subjects are as follows; which concepts, generalization and principles take place in coursebooks, how these are taught in analytic terms, how economic concepts, generalizations and principles are defined, to what extent economy content is comprehensible and interesting.At the end of the research, recommendations were made about which concepts should be given in coursebooks at primary and secondary school levels and how these concepts should be taught (Davison et al., 1973).As a result of this kind of studies, expectations started to bring up talented people who can bring new horizons in economy system and can adapt themselves to demands related to producer, consumer and economy (Sonmez, 2005).In order to acquire these skills, Day and Ballard developed a sample practice to be applied in classroom.This practice called as "Classroom Mini Economy" offers a teaching form of a class economy of which students are a part in order to provide a similar version of economy activities in real life.This teaching form aims to fulfill the needs of citizen being educated, productive and having educational motivation in a highly dependent society with the rapid change today.Furthermore, it is aimed to ensure the effective teaching of important economic principles and life skills.Students are taught these principles and skills and they are made to apply their knowledge and experiences from other disciplines.In this practice, 1st-6th grade students earn money by various ways in a mini economy and they spend them in class canteen, class auction or a canteen created by classmates.Students apply class tasks to earn money; manage an enterprise, pay tax, rent goods and invest.Mini economy is an effective miniature economic system which functions in a regular classroom.In this way, children experience a really willing learning (Day and Ballard, 1996).This kind of study shows the importance of learning economy principles at primary school level.
A more basic practice applied in Turkey in this scope was developed by the cooperation between Ministry of National Education and Dogus Holding.The aim of the practice called as 3 Moneybox Financial Literacy Training Program is to make children learn money management, acquire the awareness of saving and make up their own budgets in early ages.In this practice for which Association of Monetary and Financial Literacy serves as practitioner and observer, it is aimed to raise awareness of saving and sharing with a moneybox for 4th grade students in Turkey and to make them financially literate.In parallel with the trainings started in İstanbul, it was planned to conduct student and parents training in 9 different provinces of Turkey (Eskisehir, Nigde, Antalya, Denizli, Kahramanmaras, Sanlıurfa, Hatay, Rize and Erzurum).
In Turkey 2005 Social Studies Program, economy subjects are taught in a separate learning area.This development is an indicator of the fact that the importance of teaching economy subjects at primary school level in Turkey is comprehended.To have efficient and competent economy education may enable a person to take an active role in decision-making process.This is also important for democratic societies.Our world is getting more complex and interdependent in terms of social ties.Therefore, people need to have more economic knowledge in order to keep with the ever-changing world.

Seker and Osmanoglu 1863
It is a must to create a competition environment in order to stand as an industrial power and to be successful in international trade.The duty of economy education is to provide necessary learning in order to build up the basis of economy and get rid of incorrect information about economy.Economy education makes people acquire thinking skills and significant economy knowledge required by citizens to be individual/social, effective and participatory citizens.Furthermore, it can contribute to critical thinking and decision making skills of people in addition to making them acquire social conscious (Staubs, 2007;Schug, 1985, cited by: Akhan, 2010).This research aims to search the inclusion of economy concepts and levels in 6th and 7th grade social studies lesson.To this end, data were collected after the social studies coursebooks were investigated.

METHODOLOGY
In this research, 6th and 7th grade social studies coursebooks which are taught in 2013-2014 academic year were investigated.
Qualitative research method was used during the study.In this scope, document review method was used in this research within the scope of qualitative research method.Document review is a method used to collect, investigate and asses official or private records.This method ensures rich data collection (Ekiz, 2003).
Qualitative research does not aim to generalize the results to a population (Yildirim and Simsek, 2008).Therefore, no population has been mentioned in this study.In order to obtain a holistic picture and get deep knowledge, sampling method was used.All texts, writings in figures etc. which take place in all units except for National Anthem, Ataturk's Address to the Turkish Youth, context, dictionary etc were examined.

Sub-problems of the research
1. What are the "economy" concepts given in 6th and 7th grade social studies coursebooks?To what extend do these concepts take place? 2. What are the similar and different "economy" concepts in 6th and 7th grade social studies coursebooks?3. What are the methods of teaching similar and different "economy" concepts in 6th and 7th grade social studies coursebooks and to what extend are they taught?4. In quantity terms, is there any change in "economy" concepts as the grade levels increases?

Data Analysis
First of all, content analysis method was used to analyze the data in order to determine the quantity of related economic concepts.The content analysis is a method which enables us to code and define the content, themes or patterns of text data contents within systematic classification period and interpret them in a subjective way (Hsieh and Shannon, 2005, cited by Zhang and Wildemuth); to reach concepts and correlations that can explain the collected data and to reveal what may be hidden in the data (Yildirim and Simsek, 2008).Berelson (1952) reported that the corner stone of content analysis is categories (Gokce, 2006).The category of economy concepts used in the research was designed according to the research question and clarified by literature review and pre-reading of the books and finalized by the expert opinion.In the analysis of curriculum of 6th and 7th grade social studies, the mentioned concepts were found as follows: "budget, value, natural resources, economy, economic activity, labor, entrepreneur, customs, right, waste, unemployment, importation, market, industry, capital, contact, saving, copyright and patent, commerce, consumption, production, product, tax and investment".Teaching only above mentioned concepts during the education process might be insufficient for an effective teaching of the "economy" subject.Therefore, it was decided to emphasize on different "economy" concepts.The record unit of the analysis in this research is word.The scope unit is sentence.The reliability of the content analysis depends on whether the participants who tally understood the texts in the same way or not.As the number of tallying participants increases, the common understanding between them weakness and the reliability decreases.Reliability increases when categorization, definition and tallying are made by one person.In this case, the correlation rate between the tallies made by one person in different times must be high.In addition, tallying is controlled by experts and the consensus between them is tested.A 80% consensus shows the reliability/consistency (Inal, 2004).
This study was conducted by one researcher.During the categorization process, the opinions of 2 experts from education studies were asked and consensus was ensured.After the categorization, tallying process started.At each inconsistency during tallies or any change in tallying, the process started all over.After the consistency was ensured in tallying style, the process was repeated two weeks later.The tallying association between two tallying was found approximately 98%.The tallying process conducted to ensure the internal validity and reliability of the research was re-conducted by 3 education studies experts without any sampling.95% consensus was ensured in tallies.Considering these rates, reliability and internal validity of the tallies were ensured.Gokce (2006) reports that there is no other validity assessment tool in definitions of categories within content analysis of coursebooks.If it is believed that definition of categories can be shared by everyone and the research scale assess what should really be assessed, the validity of research is ensured.On the other hand, Alkan (1989, cited by;Inal, 2004) states two fundamental criteria of content validity of content analysis: The first one is the convenience of scales (categories) in terms of assessment.The second criterion is related to sufficient scope and dimensions included by the sampling texts in terms of teaching subjects.The lack of sampling in the research proves that the validity is ensured in this way as well.The developed category was made after literature review and it was formed extensive and wide not to cause any problem in content.After the coding process, the coded words were collected in a separate document and saved.On this way, code lists were made to be studied in a more detailed way.The concepts in the code lists were classified and sub-categories were made.The unweighted scores of the categories were presented in frequency (f) and percentage (%).The frequency of each economy concept in the book was determined.The frequencies of the all determined concepts were collected.According to each total frequency, percentage distribution of each concept was determined.First of all, 6th and 7th grade coursebooks were compared.During the comparison, same and different concepts taking or not taking place in both books were recorded.Same concepts' level of taking place in the books was named as low, normal and high.In order to name the level of the percentage rate of the same concept, percentage distribution of the concepts was considered.Percentage rates of a same concept in the first and second book were added and the total was divided into three.The result obtained from this part is the first result.The first result was multiplicated with the second one and the second result was obtained.The level between the first and second results was considered normal.The values smaller than the first result were named low and those bigger than the second result were named high level.In this way, books were compared to each other and whether the distribution of concepts in the books is normal or balanced or not.

FINDINGS
The frequency and percentage distribution of economy concepts given in 6th grade coursebooks published by MoNE and IMYAY Publishing are presented in Table 1.
According to Table 1, 69 economy concepts are detected in 6th grade coursebook published by MoNE Publishing.These concepts are repeated 505 times.According to the analysis of the concepts, frequency and percentage rates of concepts which take place in the first 2% are as follows: Product 84 (16.63%), economy, economic, commerce and tax 39 (7.72%), production 37 (7.32%), exportation 20 (3.96%), buying-shopping, money and commercial (2.17%).
Different "economy" concepts in 6th grade social studies coursebooks of different publishing houses are presented in Table 2.
According to Table 2, 37 different "economy" concepts were used in one other coursebook among 6th grade social studies coursebooks.It was detected that 20 different economy concepts were used in MoNE Publishing and not used in IMYAY Publishing while 17 economy concepts were used in IMYAY Publishing and not used in MoNE Publishing.
The findings obtained following the comparison of 6th grade coursebooks in terms of common economy concepts are presented in Table 3.
According to Table 3, there are 44 concepts commonly given in 6th grade social studies coursebooks (MoNE, IMYAY).Of these concepts, 7 take place in MoNE Publishing coursebooks in lower rates compared to IMYAY Publishing.These are as follows: "shopping/ buying, seller/salesman, sales/selling, company, consumer, producer/manufacturer and producing".11 concepts have high rates.These are as follows: "invoice/receipt, livelihood, income, expense, entrepreneur, factory, waste, saving, merchant, cheap and investment".A total of 18 concepts have unbalanced distribution and the rest 26 concepts have normal distribution.These are as follows: According to Table 4, 60 "economy" concepts are detected in 7th grade coursebook of MoNE Publishing.These concepts are repeated for 423 times.According to the analysis of the concepts, frequency and percentage rates of concepts which take place in the first 2% are as follows: production / producing / manufacturing 75   grade coursebooks of Anıttepe Publishing.These concepts are repeated for 274 times.According to the analysis of the concepts, frequency and percentage rates of concepts which take place in the first 2% are as follows: commerce 42 (15.32%),product 30 (10.94%), economic/financial 26 (9.48%), production/producing 19 (%6.93), economy 18 (6.56%),bank 13 (4.74%),tax 11 (4.01%), income 8 (2.91%), goods 8 (2.91%), merchant 8 (2.91%), debt (2.54%) and commercial 7 (2.55%).
Different "economy" concepts given in 7th grade coursebooks of MoNE and Anıttepe Publishing are presented in Table 5.
According to Table 5, 44 "economy" concepts are not used in one other coursebook.There are 24 different economy concepts which are used in MoNE and not used in Anıttepe while there are 20 different economy concepts being used in Anıttepe Publishing and not used in MoNE.
Common "economy" concepts given in 7th grade social studies coursebooks of MoNE and Anıttepe Publishing were compared and the obtained findings are presented in Table 6.
According to Table 6, there are 37 common concepts According to the research, it was found that 20 same "economy" concepts are given in 4 different coursebooks.Out of these concepts, "financial, commerce, merchant and needy" take place in 6th grade coursebooks less while, "exportation, money, selling, producer and product" take place more.The concepts which are included balancedly in both grade level coursebooks are as follows: "purchasing/shopping/buying, economy, economic/financial, livelihood, waste, mal, paying, commercial, production/ producing/manufacturing cheap and rich".
The quantity of economy concepts by grade levels is presented in Table 9.
According to Table 9, it can be seen that "economy" concepts are mentioned for 1073 times in 6th grade, this quantity falls to 701 in 6th grade coursebooks.

DISCUSSION
Various 'economy' concepts given in 6th and 7th coursebooks of Social Sciences are presented in Table 7.
6th grade social sciences coursebooks were examined and it was found that 37 different "economy" concepts were not used in another coursebook.In MoNE Publishing, there were 20 different economy concepts which were not used in IMYAY Publishing.On the other hand, in IMYAY Publishing, there were 17 different "economy" concepts which were not used in MoNE Publishing.There were 44 mutually-used concepts in 6th grade social sciences coursebooks (MoNE, IMYAY).Of all these concepts given in the coursebook of MoNE Publishing, 7 concepts are included in lower rates compared to IMYAY publishing.These are; "Shopping/ Purchasing/Buying, Seller/Salesman, Company, Consumer, Producer/Manufacturer and Producing".11 of these concepts are given in high level.These concepts are as follows; "Invoice/Receipt, Livelihood, Income, Expense, Entrepreneur, Factory, Waste, Saving, Merchant, Capital, Colonialism, Cheap, Free and Producer" concepts.According to the research; fundamental concepts such as "Supply, Demand, Enterprise, Collecting, Capital, Worker, Consumer, Cost" and some economy concepts used by almost every employee in relationship with daily life such as "Banking, Credit Card, Account, Account Number" take place in social sciences coursebooks of some grades, yet do not take place in coursebooks of other grades.The distribution of "economy" concepts in 4 different social sciences coursebooks of 6th and 7th grades is balanced.
According to the research, 20 same "economy" concepts are included in 4 different coursebooks.Of all these concepts, "Financial, Commerce, Merchant and Poor" occupy less place in 6th grade coursebooks while "Exportation, Money, Selling, Producer and Product" concepts are found in more places.The concepts given balancedly in coursebooks of both grades are "Purchasing/Shopping/Buying, Economy, Economic/ Financial, Livelihood, Waste, Goods, Payment, Paying, Commercial, Production/Producing/Manufacturing, Cheap and Rich".According to this research, "economy" concepts are included 1073 times in 6th grade coursebooks while this figure falls down to 701 in 7th grade coursebooks.
Not only the way economy concepts are included in coursebooks but also the way they are included in curriculum is important.Investigating curriculum of 6th and 7th grade social sciences, it was observed that "economy" topics are distributed in different unites.In curriculum of 6th grade, it was observed that different perspectives are adopted towards "economy" concepts in "Life on Earth" unit of "People, Places and Environment" learning field, "Turks on Silk Road unit of "Culture and Heritage" learning field, "Resources of Turkey" unit of "Production, Distribution and Consumption" learning field and "Our Country and the World" unit of "Universal Connections" learning field.In the curriculum of 7th grade, "economy" topics are analyzed in "Population in Our Country" unit of "People, Places and Environment" learning field, "Travelling in Turkish History" unit of "Culture and Heritage" learning field, "Economy and Social Life" unit of "Universal Connections" learning field (MoNE, 2005).
Considering all these issues, it can be seen that "economy" concepts are included in National Education perception of Turkey.However, we can say that there are some deficiencies/problems in the way these "economy" concepts are given in curriculum of Social Sciences and in the way these concepts are applied at schools.As a matter of fact, some problems are encountered in different countries as well.As reported in some sources (Zachlod, 2006), this fact could result from many factors.Considering the problems particularly underlined in these sources, we can mention the reasons of these problems as the fact that teacher are not trained efficiently on economy concepts and thus they quickly forget economy concepts taught in lessons as they do not use them in practical life; not sufficient attention is paid to concepts and teachers do not feel comfortable during the presentation of concepts.In addition, the reasons of why economy concepts and topics are not taught well can be the fact that teachers who are the practitioners of the curriculum and the lesson do not have a positive approach to the economy concepts (Morgan, 1991;Meszaros and Suiter, 1998).
It was found that there are some studies in parallel with the results of this study (Ivković, 2013;Tsai, 2000).In the study conducted by Ivković (2013), it was reported that there are some deficiencies in concepts related to entrepreneurship, innovation and market economies; but it was concluded that there is a lack of a planned and determined organization in the use of concepts in coursebooks of the same or different grades; concepts given in a coursebooks are not included in another one and thus there are some deficiencies in the use of concepts.
Similarly, Tsai (2000) reported differences and deficiencies in the use of economy concepts in Taiwan coursebooks.These common results in coursebooks of Croatia, Taiwan and Turkey which have the status of economically underdeveloped countries are significant.The presence of positive correlation between economy education and development can be understood from these studies.

RECOMMENDATIONS
Societies which are ready to make any kind of investment economically and want to preserve their presence within interstate competitions in the future must put special emphasis on economy education.In this scope, common policies should be determined towards the use of "economy" concepts in coursebooks of both state and private publishing houses; detailed studies should be conducted to this end and the good examples from the world should be investigated.In addition, implementation processes of these policies should be seriously followed, a strict tie should be built between theory and practice in these issues, the use of visual and audio materials that can attract students' attention at schools should be more emphasized.Furthermore, methods and techniques used by other countries during education process should be analyzed and different practice samples should be considered.Within the scope of this policy, in order to resolve most frequently encountered economy problems and prevent the losses related to the wrong use of capital and income at the very point of the prerequisite of active citizenship; economy concepts should be rated and placed in coursebooks and correct subjects in an efficient and quality way, students should be trained as "economy" literates even at this early stages of their lives.As stated by Akhan (2010), students can be conscious producers, consumers and entrepreneur in the future on condition that they learn "economy" concepts and the functions of these concepts efficiently.For that reason, each and every student should pass through a quality education process in terms of economy literacy.
Such studies conducted on coursebooks should be more extensive, the attention of researchers should be attracted in order to conduct up-to-date and effective research on these issues, more emphasize should be given to project activities under the support of official/scientific research boards.In addition, giving more importance to use of mass communication tools and social media can be important for an effective "economy literacy".
Apart from this, recommendations of scientific research should be considered more and studies conducted on this issue in different countries should be taken into consideration.Success and failure reasons revealed by such studies in our country and in the world should be examined well; more effective field studies should be conducted on this issue in order to determine the social preparedness level and then related measures should be taken.

Table 1 .
Distribution of "economy" concepts given in 6th grade social studies coursebook published by different publishing houses.

Table 2 .
The methods to teach "economy" concepts in 6th grade social studies coursebooks of different publishing houses.

included in MoNE and not included in IMYAY Concepts included in IMYAY and not included in MoNE
th grade coursebooks published by MoNE and IMYAY Publishing are presented in Table 4.

Table 3 .
Comparison of common "economy" concepts given in 6th grade social studies coursebooks according to different coursebooks.

Table 4 .
Distribution of "economy" concepts given in 7th grade social studies coursebooks of different publishing houses.

Table 5 .
The methods to teach "economy" concepts in 67h grade social studies coursebooks of different publishing houses.