Investigation of Science Textbooks in terms of Science Process Skills

Eylem Yalçınkaya Önder; Seraceddin Levent Zorluoğlu; Betül Timur; Serkan Timur; Elif Güvenç; Ilgım Özergun; Muzaffer Özdemir

Research Article

Year 2022, Volume: 9 Issue: 2, 432 - 449, 03.06.2022

Eylem Yalçınkaya Önder Seraceddin Levent Zorluoğlu Betül Timur Serkan Timur Elif Güvenç Ilgım Özergun Muzaffer Özdemir

Abstract

Supporting Institution

TÜBİTAK

Project Number

220K101

Thanks

Bu çalışmanın bir bölümü TÜBİTAK 1001 projesinden üretilmiştir.

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.

Investigation of Science Textbooks in terms of Science Process Skills

Year 2022, Volume: 9 Issue: 2, 432 - 449, 03.06.2022

Eylem Yalçınkaya Önder Seraceddin Levent Zorluoğlu Betül Timur Serkan Timur Elif Güvenç Ilgım Özergun Muzaffer Özdemir

Abstract

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.

Keywords

science process skill, science textbook, primary school, secondary school

Project Number

220K101

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.

There are 43 citations in total.

Details

Primary Language	English
Subjects	Other Fields of Education
Journal Section	Articles
Authors	Eylem Yalçınkaya Önder 0000-0003-1306-9931 Seraceddin Levent Zorluoğlu 0000-0002-8958-0579 Betül Timur 0000-0002-2793-8387 Serkan Timur 0000-0002-4949-2275 Elif Güvenç 0000-0002-6099-310X Ilgım Özergun 0000-0002-2277-6016 Muzaffer Özdemir 0000-0002-5490-238X
Project Number	220K101
Publication Date	June 3, 2022
Published in Issue	Year 2022 Volume: 9 Issue: 2

Cite

APA	Yalçınkaya Önder, E., Zorluoğlu, S. L., Timur, B., Timur, S., et al. (2022). Investigation of Science Textbooks in terms of Science Process Skills. International Journal of Contemporary Educational Research, 9(2), 432-449.