The investigation of the use of multi modal representations in the 8th grade science textbooks

Multi modal representations, which enrich textbooks and attract the attention of students, have become an important part of science education and have been the subject of many research in the literature. When these researches are analyzed, some textbooks were not included and there was a deficiency in the researches. This research aimed that determine the number of modal representations used in the 8th grade science textbook appropriate to the new curriculum; to examine the distribution of these modes according to the units, their relationship with the content within the unit, their descriptive features, the connections between them and other modes and whether they cause learning difficulties. The main data collection source in this study was the 8th grade science textbook approved by the Ministry of National Education in secondary schools in Türkiye in the 2020-2021 academic year. In the data analysis process, studies on modal representations were examined and such as pictures, photographs, tables, graphs, diagrams and mathematical expressions used in textbooks were divided into categories, definitions were made and modal representations to be used in document analysis were determined. The list of criteria and codes prepared by Gkitzia et al. (2011) was revised and used to evaluate the number, type, connection and quality of these modes identified. In the 8th grade science textbook, findings were obtained about the number and types of modes used, the descriptive properties of the modes, the relationship of the modes with the text and the content, the connection between multiple modes, and the modes that may cause learning difficulties. As a result, it was determined that the number of modes used in the 8th grade science textbook and the distribution of their types differed according to the units. In addition, it was determined that there were modes in the textbook that were partially related or unrelated to the text, and that the links and expressions used to direct the students to the modes in the text content were insufficient. Modes that examined in this research, uncertainties were identified due to design mistakes, deficiencies that could not be clearly understood, and these could cause learning difficulties in students.