Abstract
Within the framework of today's programs and teaching approach, it is extremely important to develop students' high-level cognitive skills and teach concepts. This situation also requires students' active participation in the lesson. Using graphic organizers in chemistry textbooks can both increase the active participation of students and contribute to the development of high-level thinking skills. Thus, this study aimed to identify what kinds of graphic organizers were placed in upper-secondary school chemistry textbooks and to determine the purpose of graphic organizer usage and the position of graphic organizers in the textbooks. The study is based on a qualitative research methodology and a document analysis method was used. Four chemistry textbooks, 9th, 10th, 11th, and 12th grades were analyzed by taking into account a concept map concerning the classification of graphic organizers as a rubric. At the end of the study, it was found that 55 graphic organizers, 15 in the 9th-grade chemistry textbook, 21 in the 10th-grade chemistry textbook, eight in the 11th-grade chemistry textbook, and 11 in the 12th-grade chemistry textbook were placed in all chemistry textbooks analyzed.
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