Abstract

The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.

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