Evaluation of Science Textbooks Through Pre-Service Science Teachers’ 21st-Century And Scientıfıc Process Skills
DOI:
https://doi.org/10.63556/ankad.v10i1.387Keywords:
Science education, textbook, 21st-century skills, pre-service teacher, scientific process skillsAbstract
The aim of this study is to determine the extent to which pre-service science teachers acquire scientific process skills and 21st-century skills following experimental practices, and to identify, based on their evaluations, the degree to which these skills are represented in alignment with the learning outcomes in science textbooks (7th-grade Electricity unit). In this respect, the study aims to reveal the holistic relationship between the skills possessed by pre-service science teachers and their processes of analyzing textbook content, which serves as a fundamental tool in facilitating the acquisition of these skills by students. The study group consisted of 32 fourth-year pre-service science teachers enrolled in the Faculty of Education at a state university in Ankara during the 2023–2024 academic year. The data were collected through the Experiment Form Based on Scientific Process Skills and the Textbook Analysis Report Form for 21st-Century and Scientific Process Skills, and the qualitative data were analyzed using content analysis. The findings indicated that pre-service teachers demonstrated a high level of proficiency in scientific process skills following the experimental applications. Nearly all participants responded correctly in the sub-skills of formulating hypotheses and identifying dependent and independent variables. The textbook analysis revealed that the most frequently emphasized 21st-century skill in the Electricity unit was creativity (24.8%). Moreover, critical thinking (17.6%) and creativity (17.6%) were strongly associated with the learning outcomes. A total of 65.6% of the participants stated that the textbook adequately reflected scientific process skills. The most emphasized skills were observation (17.4%), experimentation (15.0%), measurement (12.0%), and data recording (12.0%). In conclusion, experimental activities were found to enhance pre-service teachers’ scientific process and 21st-century skills, while textbooks supported these skills at a basic level but did not reflect them comprehensively or in a balanced manner.
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