This study aims at examining the differences among experiments, images, tasks and problems used in three major of science textbooks for grade 8 in Vietnam with the Cambridge checkpoint science Student’s book 3. The findings can be the reference for textbook’s authors to write new sciences textbook in the future. | VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 66-68 COMPARISON BETWEEN VIETNAM’S PHYSICS, CHEMISTRY AND BIOLOGY TEXTBOOKS AND “CAMBRIDGE CHECKPOINT SCIENCE STUDENT’S BOOK 3” Nguyen Van Bien - Nguyen Viet Ha - Bui Thi Phuong Thao Ha Noi National University of Education Received: 04/12/2017; Revised: 05/01/2018; Accepted: 24/01/2018. Abstract: Textbooks are important tools for teaching, serving as the major teaching material, direct the teaching content and provide sufficient and specific teaching points to be covered in classrooms. This study aims at examining the differences among experiments, images, tasks and problems used in three major of science textbooks for grade 8 in Vietnam with the Cambridge checkpoint science Student’s book 3. The findings can be the reference for textbook’s authors to write new sciences textbook in the future. One of the significant findings of this textbook analysis research is each element’ s functional patterns, including the prevalence, the frequency and the method to instruct secondary learners to visualize the scientific knowledge. Keywords: Textbooks, physics, chemistry, biology, natural sciences. 1. INTRODUCTION Textbooks are vital tools for teaching, a major source of content-oriented information, and provide sufficient and specific teaching points in classrooms [1], [4]. According to the general education curriculum for the secondary school, the Natural Science Subject will soon replace 3 subjects including Physics, Chemistry, and Biology [5]. Therefore, the analysis and comparison between the content and layout of existing textbooks in Viet Nam with foreign natural sciences books are essential to provide the foundation for developing textbooks in accordance with the learners’ competencebased approach. In this research, we select Cambridge Checkpoint Science Student Book 3 [2] as an educational material used by many local and international schools. The research question is: Are there any differences in the frequency .
