Examination of 5, 6, 7 ve 8 grade level science textbooks in terms of display types and transitions between displays

The aim of the research is to examine the types of representation in the secondary school science textbooks, the quality of the transition between the representation types and the purposes of the usage representation types. In this study, document analysis method was used. The documents used in the research consist of 5th, 6th, 7th and 8th grade science textbooks, which have been taught for 5 (five) years from 2020-2021 with the decision of the Ministry of National Education Board of Education and Discipline. The data were obtained from the mentioned science textbooks. Content analysis method was used in the analysis of the data. Textbooks are divided into four sections (preparation, lecture, activity and measurement) and codes are created for each display type. As a result of the research, it has been determined that mostly pictures and photographs are used in the use of notation types used in science textbooks. When the transitions between the notation types are examined, it is seen that the open and semi-open transitions are mostly used in science textbooks, and the implicit transition is given very little place. When the usage purposes of the display types are examined, it has been determined that they are used for showing examples and asking questions, and other usage purposes (summarizing, recording data, sorting, classification, association, etc.) are used less frequently. In this context, it has become an example for future research. In this context, suggestions were made such as the course book review commission to examine and the teachers to include different representations in the lessons.