Teachers' vi̇ews about pri̇mary school 3rd grade sci̇ence textbook (example of Bayburt Provi̇nce)

The purpose of this research is to reveal the views of teachers about the third grade science textbook used in the 2015-2016 academic year in the case of Bayburt and to contribute to the preparation of new textbooks. The study group of this research consists of 47 primary school teachers working in 13 different primary schools of the Central District of Bayburt in the 2015-2016 academic year. The study was conducted using descriptive scanning model. The assessment questionnaire, which is used as a data collection tool, consists of five parts. In the first part, there are 3 questions and with these questions it is aimed to obtaining the personal information of the teachers. The remaining four sections consist of a total of 50 questions. Percentage (%) and frequency (f) were used for data analysis. According to the findings of the study, teachers found the science textbook successful in terms of scientific content. However they stated that the content of the textbook should be enriched with cartoons, puzzles, etc. that can attract students' attention. They also stated that homeworks and researchs as well as retrospective questions should be included more frequently in the textbooks. Regarding the teaching approach used in the textbook, it was seen that 64% of the teachers thought that units and subjects were arranged to provide meaningful learning and that the related concepts were given in a logical order and supported conceptual learning. Moreover the teachers stated that the textbook's deficiencies related to the teaching approach were that the textbook did not provide enough student participation and did not include the mid-term evaluations adequately. 89% of the teachers stated that the book was in compliance with TDK spelling rules, spelling and grammar rules. They stated that the integrity of meaning was provided both within the paragraph and between the paragraphs. The majority of teachers stated that the activities in the textbook were appropriate for the students' developmental level, manual skills and cognitive skills. Also it was seen that 86% of the teachers found the activities in the textbook to be related to the course content. In addition, they found that the activities in the textbook were incomplete in terms of containing scientific studies and including necessary preliminary information in the experiments. In the light of the findings obtained in the study, the conclusions reached were discussed and suggestions were made for further researches.