Investigation of Science Textbooks in terms of Science Process Skills
Abstract views: 222
/ 
PDF downloads: 146
DOI:
https://doi.org/10.33200/ijcer.1031338Keywords:
Science process skill, science textbook, primary school, secondary schoolAbstract
The aim of this study was to investigate the extent to which science process skills are represented in the texts and activities in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks according to the learning areas in the science curriculum. This study was carried out by document analysis method. Course contents and activities in science textbooks were analyzed using descriptive analysis. Results showed that total of 899 science process skills are identified in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks covering total 42 units. In addition, when the averages of science process skills use in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks is above the average. While the use of science process skills in science textbooks increases from the 3rd grade to the 4th grade at primary education level, the similar increase is not determined in the use of science process skills in secondary education science textbooks. Moreover, it is found that science process skills are mostly focused on the 6th grade science textbook (n=215) and the least in the 3rd grade science textbook (n=112). As a result, when science textbooks are evaluated according to grade levels in terms of science process skills, it is determined that the most common science process skill identified is observing, and the least used one is the using data and modelling.
References
• Aybek, B., Çetin, A., Başarır, F., & Okulu, M. Y. (2014). Analysis of the science and technology textbook in accordance with the standards of critical thinking. Journal of Research in Education and Teaching, 3(1), 313-325. http://hdl.handle.net/20.500.11787/1658
• Aydin-Ceran, S. & Ates, S. (2020). Measuring scientific process skills with different test formats: A research from the perspective of cognitive styles. Journal of Education in Science, Environment and Health (JESEH), 6(3), 220-230. https://doi.org/10.21891/jeseh.703442
• Aydoğdu, B. (2017). A study on basic process skills of Turkish primary school students. Eurasian Journal of Educational Research, 16(67), 51-69. Retrieved from https://dergipark.org.tr/en/pub/ejer/issue/42446/511174
• Bowen, A. G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
• Büyüktaşkapu, S. (2010). Examination of pre-school teachers’ beliefs about science education. The International Journal of Research in Teacher Education, 1(4), 15-25. Retrieved from http://ijrte.eab.org.tr/media/volume1/issue4/2_sema.pdf
• Chatila, H., & Al Husseiny, F. (2017). Effect of cooperative learning strategy on students’acquisition and practice of scientific skills in Biology. Journal of Education in Science Environment and Health, 3(1), 88-99. https://doi.org/10.21891/jeseh.280588
• Choirunnisa, N. L., Prabowo, P., & Suryanti, S. (2018). Improving science process skills for primary school students through 5E instructional model-based learning. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012021). IOP Publishing.
• Cobern, W. W. (1993). Constructivism. Journal of Educational and Psychological Consultation, 4(1), 105-112. https://doi.org/10.1207/s1532768xjepc0401_8
• Colvill, M., & Pattie, I. (2003). Science skills: the building blocks for scientific literacy: communicating in science. Investigating, 19(2), 25-27. https://search.informit.org/doi/10.3316/aeipt.128583
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures fordeveloping grounded theory (3rd Ed.). Thousand Oaks, CA: Sage.
• Çakıcı, Y., Söyleyici, H., & Dinçer, E. O. (2020). Investigation of the effect of problem based learning on the scientific process skills, attitudes and achievements of middle school students’: Unit light. Trakya University Journal of Social Science, 22(1), 419-437. DOI: 10.26468/trakyasobed.712347
• Darus, F. B., & Saat, R. M. (2014). How do primary school students acquire the skill of making hypothesis. Malaysian Online Journal of Educational Sciences, 2(2), 20-26.
• Daşdemir, İ., & Doymuş, K. (2016). The effect of using of anımation in unit of structure and properties of on primary science and technology course students’ achademic achivement,retention of knowledge and scientific process skills. Bayburt Eğitim Fakültesi Dergisi, 8(1), 84-101. Retrieved from https://dergipark.org.tr/en/pub/befdergi/issue/23144/247213
• Duran, M., & Unal, M. (2016). The impacts of the tests on the scientific process skills of the pre-school children. US-China Education Review A, 6(7), 403-411. https://doi.org/10.17265/2161-623X/2016.07.002
• Durmaz, H., & Mutlu, S. (2017). The effect of an instructional intervention on elementary students' science process skills. The Journal of Educational Research, 110(4), 433-445. https://doi.org/10.1080/00220671.2015.1118003
• Erten, Z., & Taşçi, G. (2016). Developing activities of out of the school learning environments for science classes, and analysing their effects on students’ scientific process skills. Erzincan University Journal of Education Faculty, 18(2), 638-657. https://doi.org/10.17556/jef.41328
• Glesne, C. (2013). Introduction to qualitative research (Trans. Ed.: Ersoy, A., & Yalcinoglu, P.). Ankara: Anı Publishing.
• Hançer, A. H., Şensoy, Ö., & Yıldırım, H. İ. (2003). An evalation about the importance of contemporary science education at elemantary schools and how this kind of science teaching must be. Pamukkale University Journal of Education,13(13), 80-88. Retrieved from https://dergipark.org.tr/en/pub/pauefd/issue/11130/133116
• Jalil, S., Ali, M. S., & Haris, A. (2018, June). Development and validation of science process skills instrument in physics. In Journal of Physics: Conference Series (Vol. 1028, No. 1, p. 012203). IOP Publishing.
• Kul, Ü., Sevimli, E., & Aksu, Z. (2018). A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy. Turkish Journal of Education, 7(3), 136-155. DOI: 10.19128/turje.395162
• Kurnaz, F. B., & Kutlu, Ö. (2016). Determining The Effectiveness Of Science Process Skills Program Prepared For Elementary School Grade 4. Elementary Education Online, 15(2), 529-547. http://dx.doi.org/10.17051/io.2016.36891
• Kustijono, R., Jatmiko, B., & Ibrahim, M. (2018). The effect of scientific attitudes toward science process skills in basic physics practicum by using peer model. International Journal of Geomate, 15(50), 82-87. https://doi.org/10.21660/2018.50. IJCST50
• Limatahu, I., & Prahani, B. K. (2018, March). The effectiveness of CCDSR learning model toimprove skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher. In Journal of Physics: Conference Series (Vol. 997, No. 1, p. 012032). IOP Publishing.
• Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Journal of Science Education and Technology, 11(2), 121-134. https://doi.org/10.1023/A:1014661312550
• Miles, M. B. & Huberman A.M (1994). Qualitative data analysis: An expanded sourcebook.(2nd Edition). California: Sage Publications.
• Morgil, F .İ. & Yılmaz, A. (1999). Lise X. sınıf kimya II ders kitaplarının öğretmen ve öğrenci görüşleri açısından değerlendirilmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 1(1), 26-40. Retrieved from https://dergipark.org.tr/en/pub/baunfbed/issue/24789/261906
• North Central Regional Educational Laboratory (2003). Engauge® 21st century skills: literacy in the digital age. North Central Regional Educational Laboratory and the Metiri Group. http://www.grrec.ky.gov/SLC_grant/engauge21st_Century_Skills.pdf
• National Research Council (NRC). 2000. Inquiry and the national science education standards. Washington, DC: National Academies Press
• National Science Foundation (2000). Foundations: inquiry: thoughts, views, and strategies for the k-5 classroom (http://www.nsf.gov/pubs/2000/nsf999148.htm).
• Özgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 283-292. https://doi.org/10.12973/eurasia.2012.846a
• Saban, Y., Aydogdu, B., & Elmas, R. (2019). Achievement and gender effects on 5th grader's acquisition of science process skills in a socioeconomically disadvantaged neighborhood. Journal of Baltic Science Education, 18(4), 607-619. https://doi.org/10.33225/jbse/19.18.607
• Sahin, S., Öz Aydin, S., & Yurdakul, B. (2016). Seventh grade science and technology course evaluation activities in the unit of human and environment according to the science process skills. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 10(1), 32-59. DOI: 10.17522/nefefmed.47683
• Solé-Llussà, A., Aguilar, D., & Ibáñez, M. (2019). Video worked examples to promote elementary students’ science process skills: a fruit decomposition inquiry activity. Journal of Biological Education, 1-12. https://doi.org/10.1080/00219266.2019.1699149
• Solé-Llussà, A., Aguilar, D., & Ibáñez, M. (2020). Video-worked examples to support the development of elementary students’ science process skills: A case study in an inquiry activity on electrical circuits. Research in Science & Technological Education, 1-21. https://doi.org/10.1080/02635143.2020.1786361
• Şen, A. Z., & Nakipoğlu, C. (2012, June). Ortaöğretim 12. sınıf öğrencilerinin bilimsel süreç becerileri düzeylerinin belirlenmesi [The determination of 12nd grade students' science process skills levels]. In 10th National Science and Mathematics Education Congress (pp. 27-30).
• Sen, C., & Sezen Vekli, G. (2016). The impact of inquiry-based instruction on science process skills and self-efficacy perceptions of pre-service science teachers at a university level biology laboratory. Universal Journal of Educational Research, 4(3), 603-612. DOI: 10.13189/ujer.2016.040319
• Tan, M. & Temiz, B. K. (2003). The importance and role of the science process skills in science teaching. Pamukkale University Journal of Education, 13(13), 89-101. Retrieved from https://dergipark.org.tr/en/pub/pauefd/issue/11130/133117
• Tosun, C. (2019). Scientific process skills test development within the topic “Matter and its Nature” and the predictive effect of different variables on 7th and 8th grade students’ scientific process skill levels. Chemistry Education Research and Practice, 20(1), 160-174. DOI: 10.1039/C8RP00071A
• Ünsal, Y., & Güneş, B. (2003). The investigation of the primary school 6th class science textbook by the physics issues. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 23(3), 115-130.
• Vygotsky, L. (1978). Interaction between learning and development. In Gauvain & Cole (Eds.) Readings on the Development of Children. New York: Scientific American Books. pp., 23(3), 34-40.
• Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. https://doi.org/10.1002/sce.20259
• Yıldırım, B. & Selvi, M. (2017). An experimental research on effects of STEM applications and mastery learning. Journal of Theory and Practice in Education, 13(2), 183-210. DOI: 10.17244/eku.310143
• Yıldız Feyzioğlu, E., & Tatar, N. (2012). An analysis of the activities in elementary science and technology textbooks according to science process skills and structural characteristics. Education and Science, 37(164), 108-125.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Eylem YALÇINKAYA ÖNDER, Seraceddin Levent ZORLUOĞLU, Betül TİMUR, Serkan TİMUR, Elif GÜVENÇ, Ilgım ÖZERGUN, Muzaffer ÖZDEMİR
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
