The examination of 9th and 10th grade coursebooks in terms of scientific content and detecting teacher and student views on the coursebooks

It has been pointed out by various researchers that coursebooks which are seen as the main source in the learning of students have fallacies in many aspects and that coursebooks cause misconception. The purpose of this study is to examine coursebooks according to certain criterias in terms of scientific content and supplementary materials, and to detect how teachers and students make use of coursebooks and to detect what they think about the existing coursebooks. In this study, the 9th and 10th grade chemistry coursebooks that belong to the semesters 2008-2009 are examined in terms of scientific content and the views of students and teachers about the coursebooks and how they make use of these books are detected. In this study, the views of 88 chemistry teachers who works in 58 secondary schools in the 8 district of Ankara and the views of 1165 9th and 10th grade students about the coursebooks are detected, and also how they make use of these books are detected. The result of this study; The 9th grade chemistry coursebooks were examined in terms of scientific content and the results reveals that; while coursebooks are adequate in terms of content suitability, content quality and assessment, they are inadequate in terms of logical organization and, misconceptions and mistakes. The 10th grade chemistry coursebooks were examined in terms of scientific content and the results reveals that; whereas coursebooks are only adequate in terms of content suitability, they are inadequate in terms of content quality, assessment, logical organization as well as misconceptions and mistakes. According to results, teachers usually use coursebooks to pursue the objectives in the curriculum and prepare their presentations. Most of the 9th and 10th grade students stated that they don?t think the questions in the coursebooks are adequate.