New Perspectives in Science Education

This research employed a document analysis-descriptive method to investigate the presence and level of scientific inquiry within the Grade 9 Science learner's material across four domains: Biology, Chemistry, Earth Science, and Physics. A panel of experts evaluated the material using a five-phase data analysis and a researcher-made rubric. The findings indicate that most of the analyzed science activities encompass the five essential features of inquiry, but with a higher frequency of Feature 1 (engaging learners in scientifically oriented questions) and Feature 2 (making learners prioritize evidence in responding to questions) across all activities and domains. Furthermore, the mean level of the essential inquiry features in the material falls under Category 2, indicating a slight level of student self-direction. The study suggests that the activities in the Grade 9 Science learner's material are limited in providing learners with opportunities to develop their inquiry skills. This study thus provides important implications for educational administrators and policy-makers in developing and implementing science education content.

Keywords: textbook analysis, learner's material, science education, science inquiry