Analysing the Elementary Science and Technology Coursebook and Student Workbook in Terms of Constructivism

Duban N.

Conference of the World-Academy-of-Science, Engineering and Technology, Rome, Italy, 25 - 27 April 2008, vol.28, pp.430-434 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 28
  • City: Rome
  • Country: Italy
  • Page Numbers: pp.430-434
  • Keywords: Constructivism, Coursebooks, Science and Technology Education
  • Anadolu University Affiliated: No


The curriculum of the primary school science course was redesigned on the basis of constructivism in 2005-2006 academic years, in Turkey. In this context, the name of this course has been changed as "Science and Technology"; and both content and course books, students workbooks for this course have been redesigned in light of constructivism. The aim of this study is to determine whether the Science and Technology course books and student work books for primary school 5(th) grade are appropriate for the constructivism by evaluating them in terms of the fundamental principles of constructivism. In this study, out of qualitative research methods, documentation technique (i.e. document analysis) is applied; while selecting samples, criterion-sampling is used out of purposeful sampling techniques. When the Science and Technology course book and workbook for the 5(th) grade in primary education are examined, it is seen that both books complete each other in certain areas. Consequently, it can be claimed that in spite of some inadequate and missing points in the course book and workbook of the primary school Science and Technology course for the 5(th) grade students, these books are attempted to be designed in terms of the principles of constructivism. To overcome the inadequacies in the books, it can be suggested to redesign them. In addition to them, not to ignore the technology dimension of the course, the activities that encourage the students to prepare projects using technology cycle should be included.