Analysis of Secondary School Science Textbook Activities in Terms of Socioscientific Issues: A Document Analysis
DOI:
https://doi.org/10.5281/zenodo.8101729Keywords:
Activity,, socio-scientific issues, science textbooksAbstract
Today, different skills such as critical thinking, scientific thinking, and problem-solving skills are among the desired characteristics of individuals. One of the ways of educating individuals with these skills is through new and different approaches adopted in learning environments. The inclusion of socio-scientific issues, which are defined as issues that involve dilemmas of individuals, concern the society and have a scientific aspect in recent years, is considered as a reflection of these new approaches. In this context, the importance of research on socio-scientific issues is increasing day by day. The aim of the research is to examine the situation of including socio-scientific issues in the activities in secondary school science textbooks. A qualitative method was used in the research. Secondary school science textbooks for 5th, 6th, 7th, and 8th grades constitute the documents examined in the context of research. A total of 8 textbooks were analyzed, two at each grade level. The activities in the textbooks and the activity-based sections whose content and name change according to the grade level were analyzed. In the analysis phase, the activities in the textbooks were examined and it was determined which of these activities were related to socio-scientific issues. In this context, it has been determined that a total of 22 activities, six at the 5th-grade level, four at the 6th-grade level, three at the 7th-grade level, and nine at the 8th-grade level, are related to socio-scientific issues. Having identified the socio-scientific theme-based activities, these activities were analysed in terms of socio-scientific perspective, place dimension and learning experiences. As a result of the analysis, it was concluded that the activities are mostly related to the environmental perspective, they are handled in a global dimension in the spatial context and they are focused on reasoning and argumentation skills in terms of the learning experience.
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