Abstract
Introduction: The research analyses four science primary school textbooks designed for the 3rd grade.
Methods: The textbooks were analysed using various methods and procedures. It was determined which of the examined textbooks is the most educationally effective, meaning it not only provides information from the respective field and focuses on knowledge acquisition but also develops skills and more complex abilities. A quantitative content analysis of tasks was carried out in terms of the level of cognitive processes.
Results: The findings reveal a significant diversity across these aspects, with all textbooks demonstrating a high level of educational value. However, only one textbook meets the comprehensibility requirements for young learners.
Discussion: Compared to past science textbooks, the educational effectiveness of current textbooks has significantly improved.
Limitations: The limitations of the research include potential errors due to human factors in counting, and also the difficulty in comparing the results of this research with those from studies of foreign textbooks.
Conclusions: The author recommends using these insights to develop new, higher-quality textbooks that reflect inquiry-based educational strategy.