Teacher perspectives on the 5th grade science textbook within the scope of the Türkiye Yüzyılı Maarif Model

The main aim of this research is to conduct an in-depth examination of science teachers' opinions, experiences, and evaluations regarding the new 5th-grade science textbook, which was implemented within the scope of the Türkiye Yüzyılı Maarif Model in the 2024-2025 academic year. This study, adopting a qualitative research design, specifically a case study, collected data through semi-structured interviews. The study group consisted of 19 fifth-grade science teachers working in various public schools in the Central Black Sea Region during the 2024-2025 academic year, selected via criterion sampling, who were actively using the new textbook. The thematic analysis was used in analyzing. According to the findings, teachers theoretically welcomed the new textbook for its activity-oriented and student-centered structure, believing it had the potential to support students'engagement, motivation, and learning through discovery. The division of the book into two volumes and its general scientific accuracy were also positively noted. However, significant challenges and criticisms were raised regarding the practical applicability of the textbook and its underlying model.Key issues are; some content being too advanced for the cognitive level of 5th-grade students;superficiality of content; an excessive number of activities leading to time management and implementation difficulties in crowded classrooms; and the inadequacy of assessment tools and their misalignment with MEB exams. Furthermore, technological integration efforts were not fully functional due to technical problems, and teachers require comprehensive in-service training and guidebooks for adapting to the new model. In response to these challenges, teachers developed their own adaptation strategies, such as selective use of the textbook and resorting to supplementary resources. Recommendations have been made for ensuring the content-level appropriateness of the textbook, enriching content, enhancing the applicability of activities, developing assessment approaches, and providing continuous professional development support for teachers.