Comparative examination of Turkish and Singapore science textbooks in terms of some variables

In this study, it was aimed to examine the science textbooks taught in Turkey and Singapore in a comparative manner within the scope of the subject of electricity. For this purpose, similarities and differences of current science textbooks belonging to Turkey and Singapore were tried to be revealed by examining them comparatively in terms of 21. century skills, visual design elements and course processing. In the study, case study pattern and holistic single case study model, which are among qualitative research methods, were used. The working group of the research consists of 6 textbooks belonging to Turkey and 15 Textbooks belonging to Singapore taught in grades 3, 4, 5, 6, 7 and 8 in Singapore and Turkey in the 2019-2020 academic year. In this study which is within the scope of the subject of electricity, it is seen that electricity is included only in 5th and 8th grade textbooks in Singapore. The research data were obtained using document analysis method and analyzed by content analysis and descriptive analysis methods. The findings obtained as a result of the analysis of the research data were grouped under three groups. These are visual design elements in the textbooks, the subject of electricity in the textbooks and whether the textbooks include 21st century skills. It has been observed that Singapore textbooks have more content than Turkish textbooks according to their inclusion of 21st century skills. Although the similar 21st century skills are included in the textbooks of both countries, it has been concluded that more importance is given to the acquisition of these skill areas in the Singapore textbooks. Looking at the visual design elements in the textbooks, it was concluded that some visual elements are missing in Turkish textbooks compared to the Singapore textbooks. In addition, it has been observed that Singapore science textbooks include different styles of practices and examples.