Examining the Mathematics Content of Science Textbooks: Connected Textbooks

Year 2022, Issue: 61, 98 - 121, 09.02.2022

Murat Pektaş , Musa Sadak , Lutfi İncikabı , Beyza Kayabaşı

Abstract

The aim of this study is to analyze the connection between the mathematics content in the science textbooks and the mathematics curriculum of secondary school. The research is in the form of document analysis, a qualitative research design. For this purpose, a total of eight current secondary school science textbooks, two at the fifth- and seventh-grade level, three at the sixth-grade and one at the eighth-grade level, in the EBA system, were examined. 318 science questions containing mathematical concepts were examined within the scope of the research. As a result of the research, it was determined that the mathematical content of 102 out of 318 questions (32%) that have mathematical content in secondary school science textbooks is not related to the secondary school mathematics curriculum. A detailed examination of these contents in terms of grade levels, units and achievements is presented. On the other hand, this research is limited to the textbooks and program years examined. In the light of the findings revealed in the research, it is recommended to conduct studies on the effects of mathematics and science content disconnections determined in textbooks on students' learning.

Keywords

Textbook review, science education, mathematics curriculum

FEN BİLİMLERİ DERS KİTAPLARININ MATEMATİK İÇERİKLERİNİN İNCELENMESİ: BAĞLANTILI DERS KİTAPLARI

Abstract

Bu çalışmanın amacı ortaokul fen bilimleri ders kitaplarında yer alan matematik içeriklerinin yine ortaokul matematik öğretimi programı ile bağlantı durumunu analiz etmektir. Araştırma nitel araştırma desenlerinden doküman analizi niteliğindedir. Bu amaçla, fen bilimleri öğretmenlerinin açık erişimine izin verilmiş EBA sisteminde bulunan beşinci ve yedinci sınıf düzeyinde iki, altıncı sınıf düzeyinde üç ve sekizinci sınıf düzeyinde bir olmak üzere toplam sekiz güncel ortaokul fen bilimleri kitabı incelenmiştir. Bu kitaplarda matematiksel kavram içeren 318 fen sorusu araştırma kapsamında incelenmiştir. Kodlama sürecinde birbirinden bağımsız çalışan iki matematik eğitimi uzmanı yer almıştır. Araştırmanın sonucu olarak, ortaokul fen bilimleri ders kitaplarında matematiksel içeriğe sahip olan 318 sorudan 102’sinin (%32) matematiksel içeriğinin ortaokul matematik dersi öğretim programıyla bağlantılı olmadığı belirlenmiştir. Bu içeriklerin sınıf, ünite ve kazanımlar nezdinde ayrıntılı incelemesi sunulmuştur. Diğer bir yandan, bu araştırma incelenen ders kitapları ve program yılları ile kısıtlıdır. Araştırmada ortaya konulan bulgular ışığında ders kitaplarında belirlenen matematik ve fen içerik bağlantısızlıklarının öğrencilerin öğrenmeleri üzerine etkileri üzerine çalışmalar yapılması önerilmektedir.

Keywords

Ders kitabı inceleme, fen bilimleri eğitimi, matematik öğretim programı

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