The goal of the study was to compare the readability level of integration of various representations in the US and Turkish textbooks used in the biology. Data was collected from 6,7 and 8th grade middle school topics common to both US and Turkey. Content analysis was used to analyze visual representations. The visual representations were coded into five categories representative of the level of readability. Findings of the study reveal that many representations in Turkish textbooks were not designed with enough labels and captions compared to the US one. This limited the function of the images in the textbook. The study provided implications for textbook revisions aimed at improving the use of visual representations in the classroom.

STEMS² Pillars: Aʻo