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Abstract
Misconceptions are situations in which the concepts or relationships between concepts that individuals form in their minds do not match scientific facts. In terms of science education, its negative effects on meaningful learning are known. Daily life experiences, textbooks, teachers and the social environment are shown as the sources of misconceptions. In order to eliminate the negative effects of misconceptions, the most logical way is to improve the environment and documents that will allow misconceptions to occur. Perhaps the most functional and low-cost of these is improving textbooks. It is known that students at various levels have misconceptions about the respiratory and circulatory system. Also misconceptions are often acquired at an early age and are resistant. In this context, the research examined how often and how contents that may cause misconceptions about circulatory and respiratory systems were included in 6th grade science textbooks in Turkey. In Turkey, textbooks to be used in formal and non-formal education are determined with the approval of the Ministry of National Education, Board of Education and Discipline. As of 2023, there are 7 science textbooks that will be taught in 6th grades. In the research, three 6th grade science textbooks selected from these books were examined. As a result, a total of 36 contents related to 5 of the 6 misconceptions introduced into the literature by Allen (2019) were identified in the textbooks examined. 19 of these are visual and 17 are verbal. Finally, the research was concluded with suggestions to eliminate these deficiencies and improve the quality of the textbooks.
