How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

APA 6th edition
In-text: (Aslan, 2015)
Your Bibliography: Aslan, O. (2015). How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?. International Journal of Environmental and Science Education, 10(6), 829-843. doi: 10.12973/ijese.2015.279a

Harvard
In-text: (Aslan, 2015)
Your Bibliography: Aslan, O. (2015). How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?. International Journal of Environmental and Science Education, 10(6), pp. 829-843.

Chicago 16th edition
In-text: (Aslan 2015)
Your Bibliography: Aslan, Oktay (2015). "How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?". International Journal of Environmental and Science Education 10 (6):829-843. doi:10.12973/ijese.2015.279a.

Abstract

An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In the present study, 653 science activities presented in 10 Turkish science coursebooks used for teaching science at the 5th to 8th grade were analyzed. The findings show that activities in the coursebooks are in the planning and starting skill level of SPS. The overall investigation of the science coursebooks revealed that the SPS recommended in science curriculums are not reflected in the science coursebooks used in middle schools. Skills like variables determination and controlling-changing variables are either included at the lowest rates or not at all in the science coursebooks employed. In addition, the representation of each skill varies according to the grade, publisher, and unit.

Keywords: science process skills, science coursebooks, science activities, middle school

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