An Analysis of Modes of Representation in a 4th Grade Primary School Science Textbook

Abstract

In this study, it was aimed to determine the modes of representation in a 4th grade primary school science textbook and to analyze them in terms of various criteria. In this study, in which document analysis was used, the 4th grade science textbook was used as source of data. As a result of the content analysis of the modes of representation in the science textbook, it was determined that there were mostly photographs among the mode types, the modes used were mostly clearly expressed, the relationship between the mode and the text was sufficient, but the links that lead students to the mode were weak, and the caption features of the modes were mostly appropriate. The book also contained inaccurate, incomplete and ambiguous modes that may cause students to mislearn the content. In line with these results, it is suggested that different types of modes should be used in science textbooks in line with the content of all units. Improving the quality of existing modes in science textbooks is also among the recommendations of the study