Özet:

In this research, the investigation aimed to determine whether there was a balanced distribution among the science literacy dimensions in science textbooks and whether these textbooks could prepare scientifically literate citizens in the early Turkish Republic (1926-1948). Additionally, the research sought to compare the distribution of science literacy in the textbooks of that period with those of the present day. The research used the content analysis method to examine three textbooks for the 4th and 5th grades, prepared according to the 1926 and 1936 curricula. Among the books examined, a balance is seen in the dimensions of science literacy only in the object textbook prepared according to the 1926 program. The fact that most of the content in the books related to the 1936 program is in the dimension of science as knowledge shows that there is no balance in the dimensions of science literacy. The dimension of science as a way of thinking is the least seen dimension in the textbooks examined. In general, it has been concluded that science literacy has yet to be balanced since the 1936 curriculum. This situation coincides with current research.

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