End-of-Chapter Questions in Lower Secondary Science Textbooks from Kosovo: What Can We Learn and Do Next Based on the PISA 2018 Framework?

This study examined the compatibility of end-of-chapter questions in 8th-grade science textbooks in Kosovo through the lens of the PISA Science Framework 2018, using qualitative content analysis. The analysis indicated that textbooks heavily lack questions that encourage epistemic knowledge and scientific argumentation. Findings reveal that science textbooks deviate substantially from the PISA-SF, reflecting how science is mainly conceived. Our findings underscore the urgent need to revise textbook content and to promote tasks that encourage critical thinking. The study provides insight into the immediate need to design more effective policies, teaching resources, and practices that support students’ future competencies.