Evaluation and ranking of narrative components in the tenth grade chemistry textbook using Shannon's entropy model

Purpose: This study aimed to analyze the content of the 10th-grade chemistry textbook from the perspective of narrative components and then to prioritize these identified components using the Shannon Entropy model. Method: This research is a content analysis study. Data were systematically collected using a researcher - developed content analysis checklist. The validity of the instrument was confirmed and verified by experts in the fields of chemistry education and content analysis methodology. Its reliability was obtained by calculating the inter-coder agreement coefficient between two independent coders, indicating the accuracy and consistency of the coding process. Data analysis was subsequently conducted using Shannon’s entropy model, which facilitated the determination of the relative importance of each narrative component in the tenth-grade chemistry textbook by considering both the frequency and the distribution of the components within the textbook's content. Findings: The findings of the analysis revealed that the everyday-life examples component had the highest percentage (40.9 %) in the tenth-grade chemistry textbook. This was followed by Scientific (20.9 %), Historical components (11.6 %), and Religious – Cultural (8.8 %) components. Meanwhile, the Character-Driven component (7.2 %) and the Simulation / Imaginative (6.6 %) components showed the lowest frequency among all narrative elements. However, the results derived from Shannon’s Entropy analysis indicated that the Historical and Simulation / Imaginative components possessed relatively higher importance coefficients within the textbook's narrative structure, despite their comparatively lower quantitative frequency. Conclusion: The results demonstrated that a higher frequency of a narrative component does not necessarily equate to a more prominent or influential role in distinguishing the overall narrative structure of the textbook. In particular, the Historical and Simulation / Imaginative components have attained a higher importance coefficient due to their more effective distribution and their effective role in facilitating the understanding of complex chemistry concepts. This study emphasizes the necessity of simultaneously considering the diversity, dispersion, and quality in the use of narrative components in the design and authorship of textbooks. A balanced and purposeful application of these components can contribute to a more effective communication of the scientific concepts and enhance the appeal and pedagogical efficacy of textbooks.