The analysis of scientific process skills in primary 5 science and technology textbooks

The purpose of this study, the scientific process skills in primary 5 Science and Technology of the class textbook is to reveal how much had been represented. Answer the following questions were sought in order to achieve the aim of the study. Fifth grade teachers,?What is the status of whether or not the activities of the scientific process skills??What are the reasons not do activities??What level of making the activities of the scientific process skills?In this study, a qualitative content analysis and descriptive methods of data acquisition method was used. Primary 5 class science and technology textbook content analysis method in terms of the issues in the scientific process skills and issues are taken up one by one in which the underlying scientific process skills are presented. Furthermore, the primary 5-structured interview with Classroom teachers' views of science and technology courses and textbooks were collected and subjected to evaluation. The first semester of 2011-2012 academic year of the study group, 103 officials in the province of Usak, is the fifth grade elementary school teacher.The study scientific process skills in science and technology to reveal the status of representation in textbooks and the curriculum of the Ministry of Education as a textbook approved by the 5th Textbook used in class science and technology. Teachers, primary 5 Class to determine their views on science and technology textbooks, used a measurement tool. After obtaining permission for the implementation of this measurement tool was applied.Measurement tool consists of two parts. In the first part, the teachers, "gender", "and college" and "seniority", questions about the information available. In the second phase of these activities were given 29 one event, "event was held." And "Event was done." Were asked to tick all embodiments. "Event was done." To enable teachers to mark the event causes, measurement tools given to them "not enough time", "lacking the necessary materials," "inadequate knowledge about the subject." Markings were asked to oppose. One option to consider an external embodiment of this case "other" relationships were asked to write. "Event was held." Option marks the teachers, the ability to acquire any scientific process to indicate think, what the level of skill (Very good, good, poor) were asked to tick.The data collection process took five weeks. The researcher collected the data itself. The researcher and the first aim of the study with teachers and teachers informed about a measurement tool. Then the fifth grade science and technology related activities in a textbook filled with a revised instrument.Data analysis was carried out in two stages as a basis. In the first stage, data is transmitted to a computer is missing or incorrect value, contrary to the values and analyzed in terms of multiple changes at the second stage of the research sub-problems solved. Incorrect value analysis, the corrected values are thought to accidentally entered incorrectly. Descriptive case study in each of the three sub-problems (percent frequency) technique was used. The data obtained are tabulated under the heading of findings and comments.The following research questions the answers given by teachers are listed in order of sub-problems.Effectiveness of some SPS are implemented, more than half of all classroom teachers. Most commonly, respectively 11, 23 and 21 activities were applied in the classroom by teachers. 13th, 15th and 20 activity ratios, respectively, at least applied in the class have been identified. More than half of the events are made by the majority of teacher candidates, towards the realization of the gains of textbooks SPS be donee an indicator of effective and efficient manner. However, considering the preparation of textbooks in the light of science and technology education program that highlights the learning environment is reflected in the program can be said for SPS.Classroom teachers, all activities, especially the lack of material and time to enforce due to lack of activity reported SPS 14. All of the teachers about the effectiveness of the event due to lack of material similar to postulate the 21st not be done. All of the teachers emphasized that while the reason for the lack of activity. However, although minor amounts specified in the table name (other) reasons stated. One of the interesting findings of this research study concerning the question of the 6th, 10th and 24 teachers' lack of information has emerged as among the reasons not be done activities.Evaluated in this study examined all the activities involved in activities most frequently observed that the skills for the use of the experimental material. In total, 15 given in the event of such a skill. Especially 11 and 17 Events took place at the highest levels to gain the use of the experimental material. After that, respectively, data collection, experimental design, inference skills, high frequencies has been involved in activities. Given the ability to collect data in order for the 11 events, the ability of experimental design skills, and making inferences 9 times 10 are involved in activities. In contrast, are incapable of providing at least as often. 27. In the event, including events took place only one time in this skill. Ability to provide measurement and data processing skills, abated after the 2'şer at least as often as events took place within. Many experiments, especially the qualitative and quantitative manner that can be used to measure basic skills and the ability to be issued in small numbers, and even less ability to process data obtained from these measurements have been used frequency SPS use a higher level in subsequent years can create problems. Because these skills are integrated or combined to establish the so-called hypothesis, experimental design, the foundation and prerequisite for the variables in the nature of skills in identifying and controlling.