An Assessment of Caribbean Integrated Science Textbooks’ Practical Tasks

Abstract

In this study, the structure and skill level of the tasks in the practical activities prescribed in eight process‐oriented integrated science textbooks for Caribbean pupils of grades 7‐9 were analysed using the Laboratory Structure and Task Analysis Inventory. The results suggest that most of the tasks (which are to be done individually by pupils) are structured and deductive in approach with an emphasis on low level inquiry skills. Moreover, it seems doubtful that the activities could facilitate the development in pupils of the inquiry skills they will need in order to carry out open‐ended scientific investigations in the future. Some implications of the study for the acquisition of science process skills by the users of the texts and similar integrated science textbooks or projects are highlighted.