Analysis of issues in textbooks and workbooks in the subject science and technology

The focus of my dissertation is issues in textbooks and workbooks in the subject science and technology. The theoretical part brings major turnarounds in the history of Slovenian school system, which influenced on turnarounds of the subject and its teaching. More specifically, I focused on the changes brought by the nine-year elementary school. Changing structure of the course followed the curricula, textbooks and the method of teaching. I also presented a variety of teaching approaches, with emphasis on constructivism, which is more and more involved in teaching. I highlighted the importance of the issues asked from teachers or textbooks and the importance of knowing the basis of taxonomy for learning, both conceptual and procedural. \nThe empirical part presents the analysis of issues and tasks set forth in the textbooks and workbooks, which were approved by the Scientific Council of the Republic of Slovenia for General Education, for the subject science and technology. My intention was to find out what kind of issues are presented in different textbooks and if the authors account various taxonomies of knowledge. I found that the proportion of procedural questions and exercises in the textbooks and workbooks is higher than conceptual issues. At the same time the number of questions and tasks that include the lower level of knowledge are represented in bigger number; so from Bloom taxonomy as according to Elstgeest’s definition of productive questions. \n \n