Textbooks In Terms Research Articles

Evaluation of Questions in Middle School Mathematics Textbooks in Terms of Problem Solving Strategies

Purpose: This study aims to analyze solved problems in mathematics textbooks, focusing on both general and specific problem-solving strategies. By conducting a detailed analysis of each general strategy, the study seeks to provide a comprehensive evaluation of the problem-solving approaches presented in the textbooks. Design/Methodology/Approach: The document analysis method was utilized in this study. Solved problems from the mathematics textbooks published by the Ministry of National Education (MoNE) for 5th, 6th, 7th, and 8th grades during the 2023-2024 academic year were examined. Data were collected using the “Solved Problems Checklist” and “Problem-Solving Strategies Determination Form” developed by Hatay (2020). A qualitative descriptive analysis method was employed to analyze the data, with percentage and frequency values calculated to present the findings. Findings: The analysis revealed that the stages of planning and implementing a solution plan were prominently featured in the middle school mathematics textbooks. Specifically, the initial stage of understanding the problem often included visual aids such as figures, diagrams, tables, and pictures. In the planning phase, the predominant solutions involved discussions of mathematical operations. Highlights: The study’s findings indicate that while problem-solving strategies are generally emphasized in mathematics education, certain steps, such as solution evaluation, are given greater focus. Additionally, the research highlights a significant gap in the inclusion of the problem-posing stage, the final step of general problem-solving strategies, in the analyzed mathematics textbooks.

Investigation of Secondary School Science Textbooks in Terms of Daily Life Assosiactions

The aim of this study is to determine the daily life associations (DLA) of secondary school science textbooks for the 5th, 6th, 7th, and 8th grades. For this purpose, seven association codes related to daily life were determined. DLA codes are Analogy, visual, news, history, problem situations, information for society and applications. The document analysis method among qualitative research methods was used in the study. The results show that visual associations are the most frequent in science textbooks. It was also found that associations in terms of problem situations were mostly presented to students visually. DLA codes related to news, stories and analogies were less preferred than other association codes. The results showed that visual communications are preferred because they are easier to remember, more remarkable, more appropriate to the level of students and more effective.

Analysis of Geography Textbook for Class XII Prescribed by Mizoram Board of School Education

In this study the researcher aims to analyze Geography textbook for class XII ,a new syllabus prescribed by the Central Board of Secondary Education (CBSE) and The National Council of Educational Research and Training .The prescribed Geography textbook is fully adopted by Mizoram Board of School Education .As regard the textbook the study consider the quality of textbook in terms of its physical feature and academic aspects of the book. It is found that the textbook is good enough for higher level of secondary education. The textbook is still relevant according to the level of learners and learners’ experience, behavior of the learners .The textbook is also recommended for further learning in terms of its physical aspects and academic point of views.

Evaluation 7thGrade Science Textbook in terms of Learning and Innovation Skills According to Teachers' Opinions

Students, who are the designers of the future, need the forward-looking skills of the 21st-century to adapt to the changes occurring in our age and to be ready for the next educational institution or business life. 21st-century skills need to be integrated into the education system for individuals to gain them most effectively. Textbooks, which are frequently used by teachers and students within the scope of the education and training process, are of great importance in acquiring these skills. The aim of this study is to evaluate the secondary school 7th-grade Science textbook in terms of 21st-century learning and innovation skills in line with teachers' opinions. The study group consists of 30 Science teachers working in secondary schools affiliated with Gaziantep province in the 2021-2022 academic year and using 7th-grade Science textbooks. In the research, phenomenological design and qualitative research methods were adopted, and the data were collected with a semi-structured interview form consisting of 9 questions prepared by the researcher. The data were analyzed using content and descriptive analysis method. The study, in line with the opinions of Science teachers, was concluded that 7th-grade Science textbook does not fully develop 21st-century learning and innovation skills, insufficient, skills are distributed irregularly in the textbook.

Perceptions of War-Peace and Ukraine-Russia in Textbooks Corresponding to Russia and Ukraine Social Studies Course

This study examined how the perceptions of war and peace and the perceptions of both countries towards each other are handled in the textbooks corresponding to social studies course in Russia and Ukraine. The analysis of the compared textbooks in terms of targeted images is also related to the current Russia-Ukraine war. In this study designed as qualitative research, the data were obtained through descriptive analysis. The first finding of the study revealed that in the textbooks analysed in terms of the frequency of use of the concepts of war and peace and the target country-nation expression; the concept of war is more frequent than the concept of peace at all grade levels in both countries. The second finding showed that in general, the Ukrainian-Ukraine image in Russian social studies textbooks is neutral, while the Russian-Russia image in Ukrainian history textbooks is negative. Another finding of the study is that the Russian and Ukrainian social studies textbooks use various visuals that evoke the concepts of war and peace. The last finding of the study revealed that various metaphors, implicit messages, or slogan-like expressions in terms of the concept of war, peace and target country-nation were encountered in the textbooks corresponding to social studies course in Russia and Ukraine.

Modeling objects movement when collising with obstacles in PascalABC.NET language in schoolchildren's project activities

To solve the methodological problem of expanding the content of school informatics textbooks in terms of practical tasks, assignments for project work can be used, which are completed by students individually or in groups. Carrying out project work that involves the application of knowledge from other subject areas contributes to the development of meta-subject skills in students. The use of group work as the main form of performing practical tasks is aimed at achieving personal learning results. The project-activity approach helps to achieve the planned learning outcomes in the section of the informatics course under consideration. The article discusses assignments in the "Beginnings of programming" section of the VIII grade informatics course, which can be offered for students' project activities to create graphical and information models and when conducting a computer experiment. Based on the implementation of gradually more complex examples, students are introduced to project-type tasks — modeling the movement of objects when collising with obstacles. The software implementation of the models is carried out in the PascalABC.NET language.

Visuals of climate change in school textbooks

With the “pictorial turn”, the picture has gained a new significance as a medium. It is impossible to imagine a digitalized world affected by mass media without pictures. While there are several studies on the impact of pictures in the discourse on climate change in the media, there has been no analysis of the visual representation of climate change in textbooks, which remain an important teaching medium. The aim of this study is to identify the visual representations in textbooks in terms of form, image theme and motif related to the topic of climate change. The procedure is based on the method of qualitative content analysis. The results show that mainly photos, graphics and diagrams are used, whose contents differ from those of the media coverage. Besides diagrams and models, the impacts of climate change and the topic of nature are most frequently depicted. Representations of mitigation measures that would promote perceived self-efficacy are underrepresented in the textbooks studied.

Development of civic digital book based on pancasila student profile as strengthening student citizenship character

This research is very important to carry out in the context of developing a digital PPKn textbook based on Pancasila student profiles for secondary level schools. Until now, many researchers have studied the themes of PPKn textbooks in terms of their values and content, but have not touched on the contents of the Pancasila student profile. The aim of this research is to strengthen the civic character of students at SMA IT Al-Izzah Ciruas District. Attack through the development of digital PPKn textbooks based on Pancasila student profiles. This research developed a digital PPKn textbook based on Pancasila student profiles in the form of a Flipbook. In practical terms, it is hoped that the digital PPKn textbook product resulting from this research and development can become the main learning resource for students at Al-Izzah IT High School, Ciruas District. Serang, can also be a reference for other schools within the upper secondary level. This research uses the Research and Development (R&D) method using the ADDIE development model developed by Robert Marribe Branch (2009) with implementation stages including analysis, design, development, implementation and evaluation. (evaluation). The results of the material expert validation assessment were 83.6%, learning expert validation 90%, and design expert validation 97% in the Very Valid and Appropriate category. Meanwhile, the response results from teachers as users were 90% and student responses were 87.86%. Thus, the high percentage of students and teachers who gave positive responses proves that digital PPKn textbooks can be said to be effective for use to improve the civic character of class X SMA/SMK and equivalent students

Evaluation of Turkish Language and Literature Textbooks in Terms of Critical Thinking

Bu araştırmanın amacı, 2018 öğretim programına göre hazırlanan Türk Dili ve Edebiyatı ders kitaplarındaki okuma metinlerini ve metinlerle ilgili soruları eleştirel düşünme açısından değerlendirmektir. Göstergebilim yönteminde desenlesen araştırmanın veri kaynağını, MEB tarafından 2019 yılından itibaren beş yıl ders kitabı olarak belirlenen 9, 10, 11 ve 12. sınıf Türk Dili ve Edebiyatı ders kitapları oluşturmaktadır. Araştırmada veriler, nitel araştırma veri toplama yöntemlerinden biri olan doküman analiziyle elde edilmiştir. Toplanan veriler ise tematik ve betimsel analiz teknikleriyle çözümlenmiştir. Araştırmada elde edilen sonuçlara göre, Türk Dili ve Edebiyatı ders kitaplarındaki metin ve soruların belirlenme aşamasında eleştirel düşünmenin geliştirilmesine yönelik bir planlama yapılmadığı tespit edilmiştir. Sınıf seviyeleri ve ünitelere göre incelendiğinde ise 9. ve 10. sınıf ders kitaplarının, geliştirici metinleri ve derinlemesine anlama sorularını çok az sayıda içerdiği görülmüştür. Dolayısıyla derse temel oluşturdukları için ayrı bir öneme sahip olan 9. ve 10. sınıf ders kitaplarındaki metin ve soruların eleştirel düşünmeyi geliştirmede yetersiz oldukları sonucuna ulaşılmıştır. Buna karşın 11. ve 12. sınıf ders kitaplarında yer alan soru ve metinlerin eleştirel düşünme açısından yeterli olduğu belirlenmiştir. Fakat eleştirel düşünme açısından aşamalı bir planlama yapılmadığı için 9. ve 10. sınıf ders kitaplarının yetersizliği, sonraki kitapların yeterliliğini de işlevsizleştirmektedir. Ayrıca istisnalar olsa da geliştirici metin ile derinlemesine soru arasında pozitif bir ilişki olduğu saptanmıştır. Geliştirici metinlerin olduğu ünitelerde derinlemesine soruların, etkisiz ve engelleyici metinlerin olduğu ünitelerde ise içeriği anlama sorularının çoğunlukta olduğu görülmüştür.

FREQUENCY ANALYSIS OF PROPER NAMES IN TEXTBOOKS ON THE ACADEMIC DISCIPLINE ‘CLASSICAL LITERATURE’

The article is devoted to the frequency analysis of anthroponymic units in textbooks on the discipline ‘Classical Literature’. The analysis of these lexical units was carried out in two stages — first by computer, and then by manual processing of texts. The objective of the research was to identify the lexical features of the text of the subject area, as well as the features of the frequency dictionary of the discipline ‘Classical Literature’, due to the uniqueness of the course under consideration. The article discusses one of the features of the terminological component of the discipline ‘Classical Literature’ — terminological syncretism. The essence of this concept in the discipline under consideration is that on the pages of textbooks on Classical Literature for higher educational institutions, you can find the terminology of other areas of knowledge. Thus, the study of the discipline under consideration presupposes knowledge of the terminological units of such fields of knowledge as history, philosophy, rhetoric, and others. Also, in the course of the research, it was possible to identify the feature of the composition, the specifics of the types and functions of anthroponyms in textbooks on Classical Literature against the background of other disciplines. In addition, the automated frequency analysis of vocabulary made it possible to identify the richest and poorest textbooks in terms of the number of anthroponyms, as well as unique anthroponyms. Automated analysis of anthroponyms in textbooks has both methodological and scientific value. Methodologically this research is important for preparation the lexical minimum of the discipline. And its scientific significance consists in the fact that frequency analysis correlates with the periodization of the object of research and with the point of view of each of the authors on it.

İlkokul ve Ortaokul Matematik Ders Kitaplarının Kök Değerler Açısından İncelenmesi

This study was conducted to examine mathematics textbooks in terms of the root values in the curriculum. For this purpose, 8 mathematics textbooks taught in primary and secondary schools in the 2022-2023 academic year were examined regarding root values. Document analysis method, one of the qualitative research methods, was used in the study. The identified textbooks were subjected to first-read by the researchers, and the expressions thought to contain value statements were identified. The study observed that the number of root values in elementary school mathematics textbooks decreased as the grade level increased. In primary school textbooks, the value of responsibility is the most common, and the value of honesty is the least common. In middle school mathematics textbooks, root values decrease as the grade level increases (except sixth grade). While responsibility and benevolence are the most common values in middle school textbooks, respect is the least common. According to these results, it is recommended that primary and secondary school mathematics textbooks should include a greater number and variety of value statements and that textbooks should be prepared with an equal distribution of these values according to grade levels and values.

Examination of Project Tasks in Science Textbooks in Terms of Entrepreneurial Project Characteristic

The emphasis in the literature on the need to integrate science education and entrepreneurship education has been increasing in recent years. Accordingly, the emphasis on entrepreneurship is increasing in both science curriculum and science textbooks. Thus, the entrepreneurship dimension draws attention in the project tasks included in the science textbooks. The aim of this research is to examine the project tasks in the 5-8 grade science textbooks in terms of entrepreneurial project characteristics. Document analysis method was used in the research. The data of the research were obtained from the 5th, 6th, 7th and 8th grade science textbooks published in 2019. A total of 42 project tasks were analyzed in seven science textbooks. The "Entrepreneurial Project Checklist" consisting of 13 criteria developed by the researchers was used to analyze the project tasks. Basic content analysis technique was used in the analysis of the data. As a result of the research, it has been determined that while some of the project tasks have entrepreneurial project characteristics, some of them are not sufficiently included in entrepreneurial project characteristics. In addition, it has been determined that all of the project tasks include a stage or instruction that will enable students to create a prototype of their project ideas. On the other hand, it was determined that no stage or instruction was included in any project task that would enable students to associate project ideas with the country's economy. From this point forth, entrepreneurial project characteristics can be included more in the project tasks of science textbooks that will be renewed in the future.

Evaluation of The Texts in the Fifth Grade Turkish Textbook in Terms of Root Values

The aim of this study is to examine the texts in the fifth grade Turkish textbook in terms of root values in the 2019 Turkish Language Teaching Program. Basic qualitative design, one of the qualitative research methods, was used in the study. The object of the study is the fifth grade Turkish textbook of the Secondary School and Imam Hatip Secondary School prepared by Anıttepe Publishing, which was used as a Turkish textbook at the fifth grade level of secondary school in the 2022-2023 academic year. Research data were obtained through document analysis. Within the scope of the research, 40 reading, listening and free reading texts under 8 units in the fifth grade Turkish textbook were analyzed in terms of ten root values. In these evaluations, the sub-values related to the ten root values were taken as criteria. As a result of the research, the texts in the fifth grade Turkish textbook were related to the ten root values in 173 places in total. It was concluded that the most used values in the textbook are responsibility, self-control, patriotism and love, while the least used values are justice and honesty. When the units in the textbook were examined in relation to the values, it was found that the root values were mostly used in the units of Our National Culture, Virtues, Individual and Society; and least in the units of Health and Sports, Science and Technology, Nature and the Universe. As a result of the research, it was determined that the root values were not homogeneously distributed in the units and texts in the fifth grade Turkish textbook.

Examining Social Studies Textbooks in Terms of Sustainability Awareness

Sürdürülebilirlik, çevre ile insan etkileşiminde çevrenin en doğal haliyle korunması, insanın çevre üzerindeki olumsuz etkilerini çevreyi geri kazanabilmek adına düzenlemesi biçiminde tanımlanabilir. Çevresel konuların ele alınmasında ve çevreye yönelik bilinç kazandırılmasında önemli bir yere sahip olan sosyal bilgiler dersi öğrencilerde çevreye karşı bilgi, tutum ve katılım sağlamayı amaçlamaktadır. Sosyal bilgiler dersinin bu amaçlarını gerçekleştirmesinde önemli materyallerden biri de ders kitaplarıdır. Bu kapsamda gerçekleştirilen çalışma ile sosyal bilgiler dersinde eğitim materyallerinden olan ders kitaplarının sürdürülebilirlik bilincine yer verme durumu açısından incelenmesi amaçlanmıştır. Araştırmanın veri kaynağını 2020-2021 eğitim öğretim yılında okutulmak üzere basılmış 4., 5., 6. ve 7. sınıf sosyal bilgiler ders kitapları oluşturmaktadır. Nitel araştırma yaklaşımının benimsendiği bu araştırmada doküman incelemesi kullanılmıştır. Araştırma sonuçları sosyal bilgiler 4., 5., 6. ve 7. sınıf ders kitaplarında sürdürülebilirlik bilincine yönelik ünite ve konulara yer verildiğini ancak bu içeriğin sürdürülebilirlik bilinci kazandırma bağlamında sınırlı olduğunu göstermektedir. 4., 5., 6. ve 7. sınıf sosyal bilgiler ders kitaplarında sürdürülebilirlik bilincini kazandırmayı amaçlayan çalışmaların ise açık uçlu sorular, okuma parçaları, proje çalışmaları, çoktan seçmeli sorular ve araştırma soruları olarak çeşitlendirildiği görülmüştür. Araştırmadan elde edilen sonuçlara dayalı olarak sosyal bilgiler ders kitaplarında sürdürülebilirlik bilincini kazandırmaya yönelik ünite, konu ve çalışmaların sayısının artırılması ile sosyal bilgiler ders kitaplarının diğer derslerin kitapları ile karşılaştırılarak incelenmesi önerilmiştir.

통합 교육과정 관점에서 본 가정 교과서 통합 사례 연구

This study aims to examine the composition and integration types of middle school home economics textbooks in terms of an integrated curriculum. Using Lee and Dressel's home economics and Drake and Burns' integration types, cases from the first education curriculum to the 2015 curriculum were analyzed. The findings show that from the first to the seventh curriculum periods, interdisciplinary integration was achieved. Also, from the 2007 to 2015 revised curriculum, cross-disciplinary integration using integrated chapter titles was observed. Finally, integrated education content in textbooks included understanding home life, preparing for social change, and learner-centered living. The study recommends continuous research using an interdisciplinary integration approach for enhancing the home economics curriculum and textbooks.

Analisis Isi Buku Teks Aqidah Akhlak Kelas 4 Sampai 6 dalam Implementasi Kurikulum 2013 di Madrasah Ibtidaiyah Miftahul Huda Depok

This research discusses the analysis of the contents of textbooks for the Aqidah Morals grades 4 through 6 in the implementation of the 2013 curriculum at Madrasah Ibtidaiyah Miftahul Huda, Depok. This research is motivated by the change in curriculum from the 2006 curriculum to the 2013 curriculum which also causes changes to the textbooks used as a reference. This study aims to determine and describe the analysis of the content of Aqeedah Akhlak grade 4 to 6 textbooks according to MoRA publishers in terms of content assessment, and language. This research is a qualitative approach, while the type of research used is descriptive because the results of this research are presented in the form of words, where the data obtained comes from relevant documents such as books and certain writings. The data source that the researchers used was a document review, by analyzing the textbooks of moral values of grades 4 through 6. The results of this study indicate that the assessment in the 2013 Grade 4 Aqeedah Morals Textbook in terms of content eligibility, in general this textbook is in accordance with indicators of the suitability of the contents of the book based on curriculum criteria 2013, because it is in accordance with the Core Competencies and Basic Competencies in the relevant textbooks , the material is also quite short, dense and clear to know in outline. However, the lack of examples or information contained in the material. Assessment in terms of the feasibility of the language of this textbook is quite appropriate overall with the level of development of students, but there are still only a few words that are not in accordance with the level of development of students.

Evaluation of reading texts in secondary school Turkish textbooks in terms of reading outcomes

Okuma becerisinin sistemli bir şekilde kazandırılması ve geliştirilmesi Türkçe derslerinde, öğretim programı doğrultusunda gerçekleştirilmektedir. Öğretim programlarında öğrencilerin edinmesi gereken bilgi, beceri ve alışkanlı kları ifade eden kazanımlar yer almaktadır. Türkçe Dersi Öğretim Programı’nda yer alan kazanımların gerçekleştirilmesinde ders kitapları en önemli materyaller arasında yer almaktadır. Bu sebeple ders kitaplarına konacak metin ve etkinliklerin seçimi ve hazırlanması büyük bir dikkat gerektirmektedir. Mevcut Türkçe ders kitaplarındaki etkinliklerin hazırlanmasında buna önem verilip verilmediği ise tartışma konusudur. Türkçe ders kitaplarını inceleyip etkinlikleri değerlendirmenin, hâlihazırda kullanılan ders kitaplarındaki etkinliklerle ilgili dönüt sağlamada ve ileriki yıllarda hazırlanacak ders kitabı etkinliklerinin niteliğini artırmada faydalı olacağı düşünülmektedir. Bu araştırmanın amacı Türkçe Dersi Öğretim Programı’nda yer alan okuma kazanımlarının ortaokul Türkçe ders kitaplarındaki etkinliklere ne kadar yansıdığını belirlemektir. Bu amaçla araştırmada “2019 Türkçe Dersi Öğretim Programı’nda yer alan okuma kazanımlarının ortaokul Türkçe ders kitaplarındaki etkinliklerde yer alma sıklığı nedir?” sorusu yanıtlanmaya çalışılmıştır. Ortaokul Türkçe ders kitaplarında yer alan okuma metinlerinin okuma kazanımları açısından değerlendirilmesi amacıyla gerçekleştirilen bu çalışmada nitel araştırma yöntemlerinden doküman analizi kullanılmış, 2019 Türkçe Öğretim Programında belirtilen kazanımlara göre ortaokul Türkçe ders kitapları betimsel analiz yöntemiyle değerlendirilmiştir. İncelenen etkinliklerin programdaki hangi okuma kazanımıyla örtüştüğü uzman görüşlerine başvurularak tespit edilmiştir. Sonuç olarak incelenen Türkçe ders kitaplarında yer alan okuma metni etkinliklerinin 2019 Türkçe Dersi Öğretim Programındaki okuma kazanımlarını karşılamada birtakım sorunlar barındırdığı görülmektedir. Bu sorunlar kazanıma değinmeme, gereğinden fazla işleme ya da gereğinden az yer verme olarak özetlenebilir.

Impact of Vocabulary Teaching Approach in Turkish Curriculum on Turkish Textbooks and Use of Technology in Vocabulary Teaching

Knowing a word means knowing its pronunciation, spelling, concept area, and meaning layers. Vocabulary is never an area that can be learned completely by individuals; rather it is a field that expands and deepens throughout life. Vocabulary teaching requires much more than just looking up words in a dictionary or using them in a sentence. Vocabulary is formed either by coincidence through indirect exposure to words or by deliberate and planned acquisition of certain words with vocabulary learning strategies. In this respect, the materials and lesson plans for teaching vocabulary should be prepared to enable the individual to comprehend words with multiple meanings and to use them effectively. Because the vocabulary of an individual will directly have an impact on effective use of four basic skills of the language (listening, reading, speaking, and writing). In this study, the approach of the Turkish curriculum and Turkish textbooks to vocabulary teaching is examined and the areas of utilisation of web 2.0 tools in vocabulary teaching are exemplified within the scope of technological development. This research is a qualitative study using the data which were collected through document analysis. Data collection sources are Turkish course curricula and secondary school Turkish textbooks. Results of the study show that, there is a conflict between the curriculum and the textbook in terms of vocabulary teaching; the vocabulary teaching activities are monotonous and are predominantly associated with the reading skill which is just one of the four basic language skills; Turkish textbooks lack addressing to related technological tools. Moreover, the planning of vocabulary teaching in the Turkish curriculum is not clear enough. In this context, the present study introduces various web 2.0 tools for the interest of curriculum developers, textbook authors, and Turkish teachers to effectively teach vocabulary.

PROFILING PRE-SERVICE TEACHERS’ PERCEPTION ON COURSEBOOK USED IN SENIOR HIGH SCHOOL

This study focused on investigating six criteria of a coursebook, these are: content, vocabulary, methodology, visual aids, practice and testing, and objectives.This study employ mixed method research design in which quantitative and qualitative descriptive methods were mixed. The data were obtained through questionnaires and administered to 15 pre-service teachers of English Language Education Program of Unika Santu Paulus Ruteng as the participants of this study. The questionnaire were distributed to pre-service teachers through geogle form. Percentage and mean were calculated by using SPSS software program to describe the overall picture of how the pre-service seachers rated the textbook in terms of six criteria. The result of this study revealed that the pre-service teachers showed a positive response for each criteria that being analyzed in this study. They perceive that Buku Bahasa Inggris Kelas XI had been categorize as a good textbook in terms of content, vocabulary, methodology, visual aids, practice and testing, and objectives.The mean score of each item in this six criteria were over 3,00 which classified as good response. However, there were two items that showed a bad response from pre-service teachers such the presentation of new lexical item which covered only 2,87 and developmental of objectives should need more attention which covered only 2,93. Based on the result of this study, the writer concludedthat Buku Bahasa Inggris kelas xi is a good textbook for senior high school students especially for xi class because it categorize as a good textbook in terms of content, vocabulary, methodology, visual aids, practice and testing, and objectives.

Investigation of STEM Activities Competence in Middle School Science Textbooks

21.yüzyıl gereklilikleri doğrultusunda yeniden yapılandırılan Fen Bilimleri Öğretim Programı’nda öğrencilerin problemlere disiplinler arası bakış açısıyla bakması hedeflenmiştir. Ders kitaplarındaki etkinliklerin bu doğrultuda hazırlanmış olması önem taşıdığından çalışmada ders kitaplarındaki STEM etkinliklerinin ünite, kazanım, öğrenme ortamı, etkinlik içeriği, STEM konu alanı ve STEM alanlarında gelişim bakımından incelenmesi amaçlanmıştır. Çalışmada durum çalışması deseni kullanılmıştır. Araştırmada doküman inceleme amacıyla “STEM Etkinlikleri Değerlendirme Rubriği” kullanılmıştır. Bununla birlikte ortaokulda fen bilimleri STEM etkinliklerini yüz yüze ve çevrimiçi uygulayan 10 öğretmenin görüşleri alınmıştır. Ders kitaplarında yer alan STEM etkinliklerinin en az bir kazanım ile ilişkili olduğu, etkinliklerin yapısal olarak bir ortaklık taşımadığı görülmüştür. Çoğu etkinliğin bir problem durumuna sahip olmadığı, alternatif çözümler sunmadığı, en az bir STEM disiplinin eksik olduğu, ürün odaklı ve değerlendirme bakımından yetersiz olduğu belirlenmiştir. Bu doğrultuda ders kitaplarındaki STEM etkinliklerinin ortak bir yapıda, alan yazında yer alan STEM etkinliklerine ait özellikleri barındıracak ve alternatif ölçme araçlarını içerecek biçimde yeniden düzenlenmesi önerilmiştir.