Analysis of the Science Process Skills in High School Chemistry Textbooks

Abstract

The processes of science have been an integral pad of school Science, although science educators differ in their conception of the term 'processes'. Based on this premise, this study attempted to analyze the experimental activities included in the Ethiopian high school Chemistry textbooks (grades 9 to 12) in terms of cel1ain
criteria. The study showed that, although most elements of the science processes skills were included in the texts, they were not balanced activities seen in the light of the criteria used.