Research Information System
13th International Congress on Curriculum and Instruction, Gazimagusa, Cyprus (Kktc), 25 - 28 October 2025, pp.1-5, (Summary Text)
Introduction
This study focuses on the analysis of the science textbook from the perspective of Culturally Relevant Pedagogy (CRP). With the growing awareness of the importance of individual differences, CRP has emerged as a promising approach that aims to provide supportive learning environments for all students, regardless of their cultural backgrounds. Research has shown that culturally relevant practices enhance student engagement, academic achievement, school satisfaction, and perceptions of competence (Gay, 2015). CRP is not limited to specific subjects; science education, too, should and can be culturally responsive to foster success for all students (Laughter & Adams, 2012). Key elements of culturally relevant science education include incorporating content from diverse cultures, building new knowledge on students’ prior learning, reducing bias, encouraging students to question the status quo and act as agents of change, and addressing diverse student needs to promote academic achievement (Hernandez et al., 2013).
In this study, culturally relevant science education is examined through textbook analysis. In the Turkish context, textbooks are considered to play an influential role in teaching and learning processes. In general, instructional materials serve as cultural mediators that convey social values and assumptions (Ndura, 2004). Research also indicates that teachers often rely on traditional textbook-based methods rather than inquiry-based learning (Seung et al., 2009). Accordingly, the 4th Grade Science Textbook (2023), published by the Ministry of National Education, was analyzed through the lens of Ladson-Billings’s (1995) CRP framework. Within this framework, the textbook’s cultural relevance is evaluated across three dimensions: academic achievement, cultural competence, and critical consciousness.
Method
Document analysis was employed to examine the selected science textbook. Both textual and visual elements across seven units were analyzed using Ladson-Billings’s (1995) framework for CRP. To systematically guide the analysis, a Coursebook Analysis Form for Culturally Relevant Science Education was developed, incorporating guiding questions aligned with CRP’s three core tenets ( academic success, cultural competence and critical consciousness). A pilot examination of one unit was conducted by four researchers to test the content and format of the form. Content analysis was used in data analysis. The involvement of multiple researchers in the data analysis and applying a rigorous peer review process enhanced the trustworthiness of the study.
Results / Expected Results
In line with Ladson-Billings’ (1995) dimensions of CRP, the findings were categorized under three main themes: (1) Supporting the science achievement of students from diverse cultural backgrounds, (2) Developing cultural competence through science education, and (3) Promoting critical consciousness through science education. The textbook’s connection of science content to everyday life, the inclusion of activities that encourage students’ active participation, and the use of varied assessment methods were identified as important features that support the science achievement of all students. With regard to developing cultural competence through science education, the textbook incorporates certain elements of national and global culture; however, it falls short in representing the broader diversity of students’ backgrounds. The contexts in which science content is presented largely reflect middle- and upper-class lifestyles and urban settings. Moreover, the textbook includes biased images and texts that reproduce traditional gender roles. Similarly, it provides only limited opportunities for students to develop their identities as social actors and to take on such roles. Overall, these findings indicate that the textbook under review requires further development in terms of CRP.
Anahtar Sözcükler: culture, cultural diversity, cultural relevance, science education, textbook analysis