Examination of Visual Items in Secondary School Science Textbooks

Öz

Textbooks are seen as the initial resources used in the science learning and teaching process to ensure that the curriculum goals are achieved, and almost half of the pages in the textbooks are covered with visual elements, this study aims to analyze the visual content of the secondary school science textbooks taught in Turkey in the 2022-2023 academic year. It is aimed to examine the elements according to their types, functions, and in-text association status. In this direction, in this research, which is planned as a document analysis, the coding scheme was used in the research of Akçay, Özgür-Kapıcı, and Akçay (2020). After examining 1713 images, it was concluded that more than half of the visuals in the science textbooks at each grade level (5, 6, 7, and 8) were schematized. Also, most of the visuals in the secondary school science textbooks are included in the main text. This is an essential result of the research because learners' interaction with multiple different and complementary stimuli simultaneously makes their learning more meaningful and permanent.

Anahtar Kelimeler

• Textbooks
• visual images
• representations

Kaynakça

1. Abd-El-Khalick, F., Waters , M. & Le, A. (2008). Representations of the nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45 (7), 835–855.
2. Akcay , H., Kapici , HO, & Akcay , B. (2020). Analysis of the representations in Turkish middle school science textbooks from 2002 to 2017. Participatory Educational Research, 7 (3), 192-216.
3. Albach , PG & Kelly, GP (1998). Textbooks in the third world. Policy, content, and Content. Garland Publishing.
4. Aldahmash, AH, Mansour, NS, Alshamrani , SM & Almohi, S. (2016). An analysis of activities in Saudi Arabian middle school science textbooks and workbooks for the inclusion of essential features of inquiry. Journal of Research in Science Education, 25 (6), 1761-1793.
5. Anderson, SJ. (2014). An analysis of graphical representations in electronics science textbooks [Doctoral Dissertation, Texas A&M University]. Texas A&M University ProQuest Dissertations Publishing.
6. Cannon, M. N. (2017). Prevalence of typical ımages in high school geometry textbooks [Doctoral dissertation, University of South Florida]. University of South Florida  ProQuest Dissertations Publishing.
7. Chiappetta , EL & Fillman , DA. (2007). Analysis of five high school Biology textbooks used in the United States for inclusion of the nature of science. Journal of Science Education, 29 (15), 1847-1868.
8. Coleman , JM, McTigue , EM, & Smolkin , LB (2011). Elementary teachers ' use of graphical representations in science teaching . Journal of Science Teacher Education , 22 (7), 613-643.

9. Demirdöğen, B. (2017). Examining of chemicals representations in Turkish high school chemistry textbooks. Journal of Baltic Science Education, 16 (4), 472-499.
10. Dimopoulos, K., Koulaidis, V., & Sklaveniti, S. (2003). Towards an analysis of visual images in school science textbooks and press articles about science and tech. Research in Science Education, 33, 189-216.
11. Elliott, DL, & Woodward, A. (1990). Textbooks and schooling in the United States. Chicago, Ill .: NSSE : Distributed by the University of ChicagoPress .
12. Erdogan, T. (2007). Compliance of primary education 3rd grade Turkish lesson teacher's guide book and student workbook with constructivist approach. Mehmet Akif Ersoy University Journal of the Faculty of Education, 8 (14), 163-172.
13. Eroğlu-Doğan, E., Ekinci, R., & Doğan, D. (2020). Investigation of studies on science Textbooks. Journal of the Human & Social Science Researches, 9 (5), 3479 – 3499.
14. Grocer, A. (2008). Investigation of primary education Turkish textbooks in terms of measurement and evaluation. Journal of Atatürk University Institute of Social Sciences, 11 (1), 197-210.
15. Guo, D., Wright, K. L., & McTigue, E. M. (2018). A content analysis of visuals in elementary school textbooks . The Elementary School Journal, 119 (2), 244-269.
16. Liu, Y., & Khine, MS (2016). Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 12 (8), 1937-1951.
17. Miles, M. & Huberman , AM (1994). Qualitative data analysis. CA SAGE.
18. Niaz M. and Maza A. (2011). Nature of Science in General Chemistry textbooks . Springer Briefs in Education, 2. , 1-13. doi.org/10.1007/978-94-007-1920-0_1.
19. Papageorgiou, G., Amariotakis, V., & Spiliotopoulou, V. (2017). Visual representations of microcosm in textbooks of chemistry: Constructing a systemic network for their main conceptual framework. Chemistry Education Research and Practice, 18 (4), 559-571.
20. Peterson, M., Delgado, C., Tang, K. S., Bordas, C., & Norville, K. (2021). A taxonomy of cognitive image functions for science curriculum materials: Identifying and creating ‘performative’visual displays. International Journal of Science Education, 43(2), 314-343.
21. Postigo, Y., & López-Manjón, A. (2019). Images in biology: are instructional criteria used in textbook image design?. International Journal of Science Education, 41(2), 210-229.
22. Pozzer Ardenghi, L., & Roth, W. (2004, April). Student ' interpretation of photographs in high school biology textbooks. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, CA.
23. Uçar, C., & Somuncuoğlu Özerbaş, D. (2017). Evaluation of secondary school 5th-grade science textbook in terms of visual design principles. Kastamonu Journal of Education, 25 (4), 1373-1388.