Özet:

This study designed so as to develop a specific teaching intervention that aimed to enable prospective chemistry teachers acquire necessary skills for the examination of  chemistry textbooks in terms of design and readability issues. In the first stage of the study, textbook examination scales were developed. Then, the teaching intervention was designed in the line of constructivist view of learning. In the second stage of the study, the teaching intervention was carried out as a part of the course called examination of textbooks which is compulsory. The intervention started with presentation of textbook examination scales to prospective chemistry teachers. This was follwed by briefing on the nature of scales and their applicabilities. Upon necessity, they were provided further information on the theoretical underpinning of the examination scales. They then were asked to use the scales to examine a chemistry textbook in terms of its design and text readability, write a report about their examination results and do a short presentation. In the last stage, prospective teachers’ written reports and classroom presentations were analysed in order to determine the effectiveness of the teaching intervention. Findings indicated that prospective chemistry teachers were quite succesful in examining chemistry textbooks regarding its design. However their success was differential for readability scale depending on the nature of sub-scales. Key words: Chemistry education, textbook analysis, design, readability, prospective teacher.

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