Abstract:

It is thought that if the activities in the textbooks are coherent for inquiry-based teaching, it will make the students more active and be ideal for the science course. The purpose of this research is to examine the coherence of activities on environmental issues in the middle school science textbook for inquiry-based learning. The document analysis method, one of the qualitative research methods, was used as a research model. The research data consists of activities determined according to the environmental science goals in the 5th, 6th, 7th, and 8th-grade textbooks of MEB in the 2019-2020 academic year. The Inquiry-Based Activity Scale (IBAS) was used as a data collection tool. The analyzes were carried out under three main headings: “starting the inquiry”, “focusing on the research”, and “sharing the comprehension”. According to the research results the “starting the inquiry” parts of the activities were not sufficient for inquiry-based learning. It was observed that science and engineering applications activities scored above the average in the sections in IBAS and were ideal activities.

Keywords: