Systematic Assessment of Student Autonomy in Science Process Skills: 9th Grade Physics Curriculum and Textbook Analysis

This study aimed to determine how well a physics textbook aligns with the curriculum -the first skill-oriented one in Türkiye- regarding science process skills and student autonomy. A content analysis of both the curriculum and the textbook was conducted using the Science Process Skills Inventory. Findings revealed that the 9th grade physics curriculum emphasized skills such as “collecting and interpreting data”, “communicating”, “measuring”, and “experimenting” while it neglected “observing”, “predicting”, and “inferring”. The curriculum aimed to develop these skills by encouraging students to plan and take responsibility for their learning activities. The content analysis showed that the physics textbook primarily focused on “collecting and interpreting data”, and “measuring” with frequent emphasis on “observing”, “classifying”, “inferring”, and “modeling”. However, it largely ignored “hypothesizing”, and “defining and controlling variables”. The skills were presented in highly structured activities, limiting student autonomy. The results indicated an alignment between the curriculum and the textbook in the inclusion of “collecting and interpreting data”, “measuring”, and “communicating”. However, there was a notable inconsistency in the level of openness. While the curriculum expected students to engage in designing scientific activities, the textbook provided step-by-step procedures that restricted student autonomy to create their scientific processes.