Reviewing secondary school science textbooks withinthe context of engineering design skills and obtaining teachers' opinions

Textbooks are important and widely used resources in learning environments. Therefore, it is important to prepare textbooks in accordance with today's conditions. In recent years, the increase in the individual differences of students and the development of technology have made it even more important to prepare textbooks by evaluating them from these perspectives. Especially the inclusion of engineering design skills in the Science Curriculum makes it necessary to examine how these skills are reflected in textbooks. The aim of this study is to examine 5th, 6th and 7th grade Science textbooks in terms of engineering design skills and to obtain teachers' opinions on this issue. Qualitative methods were used in the study; document analysis was used to analyze the textbooks and special case method was preferred to obtain teachers' opinions. The scope of the study consisted of 5th, 6th and 7th grade textbooks and the participants consisted of 5 science teachers. Data were collected using the engineering design skills rubric and a semi-structured interview form. As a result of the study, it was determined that engineering design skills were largely included in 5th, 6th and 7th grade Science textbooks. Teachers stated that these skills are usually taught through STEM activities. In addition, it was concluded that the findings obtained with the textbook review rubric supported the teachers' views to a great extent.