Investigation of the reflection of the root values in the life stories of scientists on the secondary school science textbooks

In the Science Course Curriculum, the expectations from individuals are not limited to merely being academically successful or acquiring the desired knowledge and skills. It also encompasses being individuals who uphold root values. Therefore, in 2018, "root values" were integrated into the Science Course Curriculum. When we examine the life stories of scientists who have influenced societies through scientific studies, we can observe these root values, which have the potential to become powerful representatives within textbooks. It is believed that when the root values embedded in the life stories of scientists are reflected in textbooks with the emotions they carry, they can naturally exert influence. The aim of this study is to examine the reflection of root values found in the life stories of scientists on the secondary school Science textbooks. The research employed document analysis, one of the qualitative research methods. The study used Science textbooks from the 2022-2023 academic year for 5th, 6th, 7th, and 8th grades to identify the scientists. Subsequently, the life stories of these identified scientists from external sources were analyzed. Using a "Values Assessment Scale", the final version of which was presented in this study, the root values in external sources and textbooks were found and their frequencies were calculated. Finally, an analysis was conducted by comparing the frequency of root values in the life stories of scientists with those represented in the textbooks. The comparison aimed to reveal the extent to which the root values emphasized in the Science Course Curriculum were reflected in the texts related to the life stories of scientists in the textbooks. The findings indicated that the root values present in the life stories of scientists were not adequately reflected in the textbooks.