Evaluation of Revised 5th Grade Science Textbooks Based on the Teachers’ Views in 2017

The aim of this research is to evaluate according to the teachers' views of the 5th grade science textbook revised in 2017. The research draws on views of teachers and the participants are 11 science teachers (8 female and 3 male teachers) working in different secondary schools in Van. The study employs qualitative approach and phenomenology design. Semi-structured interview protocol was used. Descriptive and content analysis were utilized for data analysis. Teachers stated that the 5th grade science textbook is compatible with the curriculum, appropriate to the student level and related to daily life. They also stated that the book is sufficient in terms of providing rich visuals, fostering interest and arising curiosity. Teachers have described the limitations of the book as the limited number of STEM activities and inadequate activities to measure the scientific process skills of the students. Another limitation of the textbook is that there are not enough evaluation questions about whether the students have learned the subject. Teachers suggested that number of courses to accommodate the activities and the number of questions assessing students should be increased. They also highlighted that carrying out the activities is rather important for improving science skills of students as students generally focus on centralized exams