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