Abstract

The purpose of this study is to examine the learning units in the 5th grade secondary school science textbooks prepared within the framework of the Türkiye Century Education Model in the context of values. In this study, in which document analysis, one of the qualitative research designs, was used, the 5th grade science textbook published by the Ministry of National Education to be taught in secondary schools in the 2024–2025 academic year was examined. The learning units in the relevant book (discovery, activity, design, Scholars’, information) were analyzed within the framework of Schwartz (1996) values typology. According to the findings, there are a total of 67 values in the learning units in the 5th grade science textbooks. Among these values, “success” (f=17) and “self-direction” (f=17) are the most frequently occurring values, followed by “power” (f=10), “benevolence” (f=10), “universalism” (f=5), “conformity” (f=4), “stimulation” (f=2) and “security” (f=2), respectively. It was determined in this research that most of the Schwartz values are embedded in the 5th grade science textbooks prepared within the framework of TCEM except conformity and tradition values. By involving most Schwartz values inside, it can be implied that the 5th grade science textbooks prepared within the framework of TCEM provides insights for educators aiming to increase their value consciousness. In this regard, suggestions were made for educators aiming to foster more value-conscious approaches to science teaching.