Representation of Scientific Literacy in Elementary School Science Textbooks: A Critical Discourse Analysis
Representation of Scientific Literacy in Elementary School Science Textbooks: A Critical Discourse Analysis

Summary/Abstract: Background/purpose. Scientific literacy plays a crucial role in fostering inquiry and scientific understanding. This article examines the integration of scientific literacy in elementary school science textbooks through an inquiry-based pedagogical approach, employing a semiotic perspective. This study aims to assess the implementation of science literacy-based learning through the presentation of fourth-grade elementary science textbooks that are widely used in current education. Materials/methods. This study used a qualitative descriptive method with a descriptive design. The data source was a fourth-grade science textbook by Amalia Fitri. Data collection techniques included documentation, reading analysis, and citation techniques. Data analysis involved breaking down information by identifying patterns, categories, and fundamental units of description. Results. This study shows: (1) the content of science knowledge as a body of knowledge only appears at the beginning of each chapter as an introduction to learning objectives; (2) the content of investigation has the highest percentage, marked by students being given broader opportunities to be actively involved in learning; (3) the content of science as a way of thinking describes how a scientist experiments, presents the historical development of an idea, emphasizes the empirical and objective nature of science, and describes human imagination and creativity; and (4) the content about the interaction between science, technology, and society includes statements that discuss social issues. Conclusion. The textbook analysis indicates that the aspects of science as a way of investigating and science as a way of thinking are more dominant compared to the other aspects.

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