Examination of 9-10 th class physics textbooks in the context of the assessment approach in the 2018 secondary education physics curriculum

The aim of this study is to examine the reflection of the measurement and evaluation approach in the 2018 secondary school physics curriculum on the 9th and 10th grade physics textbooks taught in the 2021-2022 and 2022-2023 academic years. Qualitative research method was used in the research, and document analysis was used as a data collection tool. In this context, in the light of the 2018 physics course curriculum, the 9th and 10th grade textbooks used in the 2021-2022 and 2022-2023 academic years, which were accepted by the commission determined by the Board of Education and Discipline, were examined. The table developed by Nartgün (2009) was used in the study. The units in the textbooks were examined and the frequency of use of measurement and evaluation techniques was classified with this table. The data obtained in the study; i) The measurement and evaluation approach in the 2018 secondary school physics curriculum was not adequately reflected in the 9th and 10th grade physics textbooks, ii) traditional measurement and evaluation techniques were included much more than alternative (supplementary) measurement and evaluation techniques. The possible effects of the results on the curriculum, teachers and textbook writers were discussed and suggestions were made for correction.