Analyzing Science Textbooks In Terms of Inquiry Levels of Activities and The Nature of Scientific Inquiry

Abstract

This research aims to analyze science textbooks in terms of inquiry levels of activities and the nature of scientific inquiry. The document analysis method is used as a research method. It is found that the nature of the scientific inquiry aspects is not included enough in the textbooks, and some textbook statements can cause students to have misconceptions such as scientific investigations must test a hypothesis, and there is a series of steps that must be followed in all research. It is determined that the activities considered scientific inquiry are mainly at the confirmation level and the structured level in the activities included in the textbooks. It is suggested that more explicit emphasis should be placed on the aspects of the nature of scientific inquiry that are not referred or less referred, the statements confronting these aspects should be removed from the textbooks, and guided and open inquiries should be placed more in the textbooks.