Given the importance of cultivating scientific literate societies, the integration of scientific inquiry into school curriculum is key to contemporary science education. It is apparent that textbooks have been an accessible source of science information for teachers and students since the growth of public K-12 schooling worldwide. Textbooks are crucial for understanding the basis of science curriculum, since many science teachers design their courses according to textbook content. This study aimed to determine whether the activities (both experiments and student activities) in Turkish biology textbooks reflect contemporary inquiry-based approaches. To this end, the sample of the study was composed of four biology textbooks approved by the Turkish Ministry of National Education (MoNE) for grades 9–12. Analysis of these textbooks was conducted using the Inquiry-Based Tasks Analysis Inventory (ITAI). The overall findings indicate that activities in textbooks were mostly compatible with the established curriculum, but they were insufficiently designed to prepare students to do inquiry or to understand what scientific inquiry is. Results demonstrated that these textbooks’ most considered ITAI dimension was Construction of Understandings about Scientific Concepts, while the least frequently explored dimension was Understandings about Scientific Inquiry. Additionally, in the Expected skills dimension, observing and inferring were the most frequently used skills.

鉴于培养科学素养社会的重要性，将科学探究融入学校课程是当代科学教育的关键。很明显，自从全球公共 K-12 学校教育发展以来，教科书一直是教师和学生可获取的科学信息来源。教科书对于理解科学课程的基础至关重要，因为许多科学教师根据教科书内容设计课程。本研究旨在确定土耳其生物学教科书中的活动（实验和学生活动）是否反映了当代基于探究的方法。为此，该研究的样本由土耳其国家教育部 (MoNE) 批准的 9-12 年级的四本生物学教科书组成。这些教科书的分析是使用基于查询的任务分析清单 (ITAI) 进行的。总体调查结果表明，教科书中的活动大多与既定课程兼容，但它们的设计不足以让学生做好准备进行探究或了解什么是科学探究。结果表明，这些教科书最常考虑的 ITAI 维度是对科学概念理解的构建，而研究最少的维度是关于科学探究的理解。此外，在预期技能维度中，观察和推理是最常用的技能。