@article{2013,title={COMPARING THE PRIMARY SCHOOL SOCIAL STUDIES FOURTH AND FIFTH GRADES UNIT ACQUISITIONS AND PREPARATORY QUESTIONS AND ASSESSMENT QUESTIONS IN TERMS OF COGNITIVE, AFFECTIVE AND PSYCHOMOTOR AIMS},abstractNode={The purpose of this study, to determine coincide with whether primary school fourth and fifth grade social studies unit acquisition and textbooks’ preparatory and assessment questions in terms of cognitive, affective and psychomotor aims. In this study, fourth and fifth grade social studies textbook, preparatory and assessment questions were analyzed which was accepted by Turkish Ministry of National Education Board of Education for 2005 to 2012. The results of the analysis, 78% of the fourth grade acquisitions are placed in cognitive domain, 20% of them are placed in affective domain, and 2% of them are placed in psychomotor domain. In fifth grade acquisiitons, 78% of them are placed in cognitive domain and 22% of them placed in affective domain. Preparatory and assessment questions in fourth and fifth grade textbook, especially in affective domain were not coherent with acquisitions. 4% of the preparatory questions were affective in fourth grade, 7% of the preparatory questions were affective in fifth grade; 8% of the assessment questions were affective in fourth grade and 3% of the assessment questions were affective domain in fifth grade in Turkish Ministry of National Education Social Studies Textbook. Written by Kolukısa, Oruç, Akbaba and Dündar (2008) fourth grade social studies textbook include questions related to affective domain as it should be (21% of the preparatory questions were affective domain and 15% of the assessment questions were affective domain). Written by Gülcan, Bayram, Kılıç, Karakaya ve Midilli (2008) fifth grade social studies textbook include questions related to affective domain was wrong (9% of the preparatory questions were affective and 4% of the assessment questions were affective. Namely, preparatory and assessment questions in textbooks were not coherent with acquisitions in social studies programme as taxonomically. When it is considered these findings, textbook writers should take into account to be textbooks preparatory and assessment questions coherent with unit acquisitons as taxonomically.},author={Halil TOKCAN-- Cem KAYHAN},year={2013},journal={The Journal of Academic Social Science Studies}}