An Analysis of Second Grade Primary Science Textbooks Based on Argumentation-Driven Inquiry Skills in Iran and Malaysia using Shannon Entropy

This study aimed to determine and compare the extent to which argumentation-driven inquiry skills are incorporated into the chemistry sections of second-stage primary science textbooks in Iran and Malaysia. By analyzing science textbooks, the research evaluates the extent and significance of these skills using the Shannon entropy method. Results indicate that the amount of mean entropy weight in the chemistry section of Iranian science textbooks is higher than in Malaysia. However, the number of skills used in the content of the Malaysian book is very high and it has been more suitable than Iran. It was found that the chemistry section of Malaysian science textbooks has used inquiry skills in a better way than Iran. It is recommended that Malaysian science textbooks be revised to ensure that inquiry skills are properly incorporated into the textbooks. It is also necessary to include the correct and balanced number of all inquiry skills in Iranian science textbooks.