As no different types of questions are seen, the textbook can’t provide the inquiry according to its questioning techniques. The results show that important misconceptions, which can affect the learning, are found in biology textbook. In the second step, the learning approach of the textbook is evaluated by the five pre-service teachers in the last grade. In the first step, the textbook misconceptions, question types, contents topics, visual materials and measurement and evaluation techniques are investigated. The present research is based on qualitative research techniques and includes two steps.
This study aims to examine the biology textbook for 10 th grades, which is prepared by the Ministry of National Education.
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