Examination of elementary science textbooks in the perspective of the history of science

Abstract: Recent studies in science education approve the importance of integrating history of science into educational settings. According to the literature, it is not enough for teachers to transfer not only scientific knowledge, and but also to explain the factors that has a key role in the formation of scientific knowledge. In this context, the history of science emerges as an important argument that can be used in science education. Textbooks, however, are an important element in the teaching of science as well as in all branches of education. Textbooks are always the main source of learning environments. Therefore, this study investigated how history of science was placed in the middle school science textbooks. For this purpose, four science textbooks (5-8th grade), which were approved by the Ministry of National Education, were examined. A qualitative paradigm was determined as appropriate for the purpose of the research, and document analysis was chosen as the research model. Data analysis included a scoring key to examine the reading pieces related to the history of science in terms of conceptual, procedural and contextual history of science. As a result of the research, middle school science textbooks' inclusion of history of science contents is a few in number and limited to conceptual, procedural and contextual understanding.