İnanç Gök, Tuğba2016-01-082016-01-082012http://hdl.handle.net/11693/15289Ankara : The Program of Curriculum and Instruction, Bilkent University, 2012.Thesis (Master's) -- Bilkent University, 2012.Includes bibliographical references leaves 112-124.The topics of cellular respiration and photosynthesis in the International Baccalaureate Diploma Programme (IBDP) and Ministry of National Education (MEB) biology textbooks were analysed and compared with regard to content, presentation and learning strategies by using content analysis as a research method. Interviews were conducted with five practising biology teachers. Both textbooks follow a general to specific (deductive) order in the topics and have similar features in terms of readability and typography. The assessment strategies of neither textbooks focus on measuring higher order cognitive levels. The differences between the two textbooks are prominent in the content, presence and absence of major themes, number of student-centred activities, real life connections and use of technology. The MEB textbook had more comprehensive content but with many details which were not appropriate for the students‘ level. While the IBDP textbook included all major themes in the two topics, the MEB textbook lacked some important ones. The MEB textbook is richer in terms of student-centred activities, experiments and real life connections. The IBDP textbook is richer in terms of technology. The findings of the content analysis were supported by the ideas of the practising teachers.xv, 130 leavesEnglishinfo:eu-repo/semantics/openAccessBiology textbooksbiology curriculumcomparative analysiscontent analysisInternational Baccalaureate Diploma ProgrammeIBDPMinistry of National EducationMEBQH308.7 .G65 2012Biology--Textbooks.Biology--Study and teaching (Elementary)International baccalaureate.Thesis