Relevant bibliographies by topics / Materials science Textbooks

Academic literature on the topic 'Materials science Textbooks'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Materials science Textbooks"

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Dhitareka, Putra Habib, Arif Hidayat, and Parsaoran Siahaan. "Comparison of Nature of Science Profile in Indonesia, Malaysia, and Singapore Secondary Science Textbooks: Case of Electricity Lesson." Jurnal Penelitian Pendidikan IPA 8, no. 5 (November 30, 2022): 2299–306. http://dx.doi.org/10.29303/jppipa.v8i5.1878.

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Nature of Science is a significant element in science education, especially for the linkages to scientific literacy. As one of an educational support for both teachers and students, textbooks become crucial for teaching and learning. Textbooks may elicit NOS understanding for students and guide teacher to deliver NOS understanding. The way to make better process and outcome, integration of NOS into the textbooks comprehensively is crucial. To get a better understanding of NOS within the diverse framework, an inclusive framework is needed to get better understanding, thus, Family Resemblance Approach is chosen. This study aims to identify the profile of NOS integration and NOS quality in secondary science textbooks by comparing different textbook from three neighboring countries (Indonesia, Malaysia, and Singapore). Descriptive research design with content analysis method conducted to identify the documents using the Family Resemblance Approach to NOS as the analytical framework. The results show that Indonesian textbooks presenting most abundance of NOS, but contain most materials delivered and the quality is mainly at low level. Malaysian textbooks contain the least representation but contain well proportion for the quality and materials presented. Singapore textbooks is least materials with abundance of NOS and consist of high-level quality of NOS. This may lead the conformity of the significance of textbooks elicited students understanding of NOS
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Yuliananingsih, Yuliananingsih. "ANALYSIS OF SCIENCE MATERIALS SOCIALIN MI/SD, CONFORMITY OF CHARATERISTICS, HOTS, AND 4C." Sunan Kalijaga International Journal on Islamic Educational Research 5, no. 1 (May 31, 2021): 49–60. http://dx.doi.org/10.14421/skijier.2021.51.04.

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Abstract: Teaching material is an important learning element, it gets the attention of the teacher so that students can learn the things needed to achieve learning goals. This analysis aims to determine the suitability of class IV thematic textbooks with the Ministry of Education and Culture regulation Number 21 of 2016, the scope of social studies material. The suitability of textbooks with the characteristics of students and the literacy contained therein. The results of the analysis show: 1) Based on the content standards contained in the Regulation of the Minister of Education and Culture Number 21 of 2016, Class IV Thematic textbooks published by the Ministry of Education and Culture have met the predetermined standards. 2) it is in accordance with the development of students both in terms of material presentation, writing and image portions in the textbook. 3) there is no HOTS in the whole learning theme. 4) and there is financial literacy, culture and citizenship and character education. Keywords: Teaching materials, thematic textbooks, social studies material.
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Rizqya Laylan Adha and Ummi Nur Afinni Dwi Jayanti. "Representation of Aspects of Science Process Skills in the High School Biology Textbook Ecosystem Materials." BIOEDUSCIENCE 6, no. 2 (August 31, 2022): 137–47. http://dx.doi.org/10.22236/j.bes/629327.

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Background: Science Process Skills (SPS) is a skill that facilitates students to find realities, decide on ideas and apply theory to daily existence. Textbooks in North Sumatra are assorted, and the availability of SPS aspects is not widely known. This study aims to determine the availability of SPS aspects in the most widely used high school textbooks in senior high school in one of city in North Sumatera. Methods: This study used content analysis research. The samples were purposive sampling using the most widely used books in state high schools in Binjai City. The data analysis technique in this study includes quantitative and qualitative. Qualitative data analysis was carried out by identifying the emergence of SPS aspects in the analyzed textbooks. Meanwhile, quantitative data analysis is carried out by calculating the frequency and Percentage of occurrences of SPS aspects in biology textbooks. Results: The results showed that the high school biology textbook class 10 was appropriate in providing aspects of science process skills in Ecosystem material. Book A provides 80% of all aspects of science process skills and book B provides 60% of all aspects of observed science process skills. Conclusions: of this study can be used as a reference for teachers in choosing textbooks that will be used as learning resources in facilitating SPS. Furthermore, continuous efforts are needed from the government,
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Nugroho, Endik Deni, Vlorensius Vlorensius, Laila Rasidah H., and Nur Anisa. "The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade." Jurnal Pendidikan Biologi Indonesia 3, no. 2 (June 20, 2017): 114. http://dx.doi.org/10.22219/jpbi.v3i2.3904.

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Based on the early observation by researchers of the two Science textbooks 7th Grade about biological material, 1st and 2nd semester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.
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Rahayu, Ai Hayati, and Bunyamin Faisal Syarifudin. "Developing Science Teaching Material to Increase Elementary Students’ Science Process Skill." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 53. http://dx.doi.org/10.33578/jtlee.v2i1.6854.

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Mastering science process skill is very beneficial in problem solving process. This research aimed to develop teaching materials such as science process skill-based textbooks on energy and its changes. The method used in this research was research and development, by using the 4D design, which include define, design, develop, and disseminate. Research and development method were used to produce a product and to test its efficiency. The result showed that the learning material fulfill the assessment criteria. The mean validation result of textbook showed a number of 3.58 indicated as a good category. Based on T test, it was proven that the use of textbooks is indeed influential towards the development of students’ science process skill.
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Rostykus, Nadiia, and Diana Kulchytska. "Applied aspect of the criteria for selecting illustrative didactic materials in the ukrainian language and reading textbooks." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 151–58. http://dx.doi.org/10.30970/vpe.2022.36.11562.

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The article considers the issue of textbook development in accordance with the reform the New Ukrainian School. It presents the essence of the concepts “textbook development” and “the didactic material” based on the scientific literature. The authors argue that the main task of a school textbook remains unchanged, though the changes occur due to the new functions of a book in modern society development. They compare general criteria for textbooks design in the works of Jan Amos Komensky and the criteria developed in alignment with The New Ukrainian School reform. The teachers today are given the opportunity to choose the textbook, which will help them to best implement the content of primary education. Thus, each teacher in schools with the instruction in the Ukrainian language has a wide range of the Ukrainian language and reading textbooks to choose from (10 textbooks (2018) recommended by the Ministry of Education and Science of Ukraine). The authors of the article focus on the practical aspects of the primary school teachers’ evaluation of the materials selected in the textbooks. In-depth analysis allowed specifying the criteria that teachers should pay attention to in choosing the Ukrainian language and reading textbook for the 1st grade based on the practical aspect of the selected didactic materials. The results of the primary school teachers’ survey on the issue of the didactic material selection are presented. The survey revealed that there is a need for special events (seminars, workshops, webinars etc.) aimed at the development of teachers’ quality skills to analyze the didactic content of the textbooks for their objective evaluation and selection. Keywords: textbook, textbook design, didactic material, illustrative material, selection criteria.
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Yuden, Yuden, Sonam Chuki, and Tshewang Dorji. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." European Journal of Educational Technology 4, no. 1 (March 27, 2021): 14–30. http://dx.doi.org/10.46303/ejetech.2021.2.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (August 11, 2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Ismail, Ismail, Diana Rochintaniawati, Anna Permanasari, and Riandi Riandi. "Content Study Of 7th-Grade Science Textbooks Using An Esd Viewpoint On Living Things And Their Surroundings." Ta'dib 25, no. 1 (June 30, 2022): 117. http://dx.doi.org/10.31958/jt.v25i1.5447.

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Textbooks function as one the useful teaching materials in the curriculum. The purpose of the study was to identify the content of Education for Sustainable Development (ESD) in science textbooks for grade 7 junior high school semester 2 particularly the subject of living things and their environment consisting of socio-cultural, environmental, and economic aspects that met the textbook evaluation criteria. Data were collected by analyzing seven junior high school textbooks used in Jambi. The research instrument is a text analysis check sheet based on ESD indicators containing socio-cultural, environmental, and economic perspectives. The study discovered that teachers learn from textbooks that promote an ESD viewpoint on each subject that takes into account socio-cultural, environmental, and economic factors. The examination of the seven teaching resources revealed that the integration of the information in the teaching resources from the ESD perspective has to be revised to address the growing environmental issues. The second semester of the 2013 curriculum saw the introduction of the ESD perspective on scientific teaching materials in the form of textbooks for the 7th grade SMP. These textbooks included elements of ESD but still kept them distinct from one another. The environmental dimension is the most prominent feature of ESD in the scientific textbooks for the second semester of the 7th- grade curriculum in 2013.
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Maya Kurnianingrum, Annisa, Slamet Hariyadi, and Iis Nur Asyiah. "EFFECTIVENESS OF SCIENCE TEXTBOOKS BASED ON SOCIO-SCIENTIFIC ISSUES IN GLOBAL WARMING MATERIALS TO IMPROVE LEARNING OUTCOMES." International Journal of Advanced Research 10, no. 11 (November 30, 2022): 580–83. http://dx.doi.org/10.21474/ijar01/15701.

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Efforts to overcome the impact of global warming are integrating science learning with socio-scientific issues approach. Integration that can be done is by developing a textbook based on socio-scientific issues on global warming material. This may be because the existing books do not highlight the current issue of global warming. This study aims to determine the effectiveness of textbooks based on socio-scientific issues to improve student learning outcomes. The research sample used was 32 students from 7th gradeIslamic Junior High School. This research used a one group pretest-posttest design which the final result was an n-gain value. The results of the n-gain analysis will represent the effectiveness of science textbooks based on Socio-Scientific issues in global warming material to improve student learning outcomes.
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Dissertations / Theses on the topic "Materials science Textbooks"

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Clark, Jonathan, and Jonathan Clark. "An ethnographic investigation into the development and trialing of more accessible text materials for second language teaching and learning in physical science." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/23665.

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This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.
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Scott, Linda F. "An evaluation of elementary school science kits in terms of classroom environment and student attitudes." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2212.

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The purpose of this evaluation study was to compare students' perceptions of their science classroom environment when using science kits, textbooks or a combination of science kits, textbooks and teacher-created materials. This year-long study involved using a learning environment questionnaire, namely the My Class Inventory (MCI), interviews and observations to assess which of the three treatments leads to a more positive learning environment. Three questions investigated were whether (1) the learning environment can be reliably and validly assessed among Grade 3-5 students in Texas, (2) instruction using textbooks, science kits, or a combination of textbooks and science kits is more effective in terms of changes in student attitudes and learning environment perceptions, and (3) there are associations between student attitudes toward science classes and the classroom environment? Administrators and teachers in Texas are searching for ways to improve the scores received on standardized tests. For more than 40 years, research has shown that positive classroom environments can lead to improvement in achievement. Therefore 1 chose to investigate the above questions using a learning environments framework. This study was conducted in three urban elementary schools in North Texas. There were a total of 588 students in 28 classrooms with 16 different teachers involved in this research. The schools were similar in demographic features such as ethnicity and socioeconomic status. Analyses of data collected with the My Class Inventory (MCI) supported the instrument's factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms.Also, simple correlation and multiple regression analyses indicated reasonably strong and positive associations between each classroom environment scale and the students' satisfaction. The Satisfaction scale was used as an outcome variable, following the lead of Majeed, Fraser and Aldridge (2002). Results h m the MCI, interviews and observations indicated that students preferred a more positive classroom environment in terns of Cohesiveness, Competition, and Friction. Importantly, the group of students using science kits experienced greater pretest-posttest changes in satisfaction and classroom cohesiveness than did either the textbook group of the combination group. This study supports previous research that combined qualitative and quantitative methods of data collection. Qualitative methods suggested that students preferred a more hands-on presentation of science lessons rather than a textbook presentation. This was suggested in interviews with students and teachers and by observations of students in their science classes. This research evaluated three educational methods to determine which instructional method would produce a more positive learning environment and student satisfaction. These results suggest that the utilization of science kits achieves this goal as measured by student satisfaction and cohesiveness.
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Scott, Linda F. "An evaluation of elementary school science kits in terms of classroom environment and student attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17977.

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The purpose of this evaluation study was to compare students' perceptions of their science classroom environment when using science kits, textbooks or a combination of science kits, textbooks and teacher-created materials. This year-long study involved using a learning environment questionnaire, namely the My Class Inventory (MCI), interviews and observations to assess which of the three treatments leads to a more positive learning environment. Three questions investigated were whether (1) the learning environment can be reliably and validly assessed among Grade 3-5 students in Texas, (2) instruction using textbooks, science kits, or a combination of textbooks and science kits is more effective in terms of changes in student attitudes and learning environment perceptions, and (3) there are associations between student attitudes toward science classes and the classroom environment? Administrators and teachers in Texas are searching for ways to improve the scores received on standardized tests. For more than 40 years, research has shown that positive classroom environments can lead to improvement in achievement. Therefore 1 chose to investigate the above questions using a learning environments framework. This study was conducted in three urban elementary schools in North Texas. There were a total of 588 students in 28 classrooms with 16 different teachers involved in this research. The schools were similar in demographic features such as ethnicity and socioeconomic status. Analyses of data collected with the My Class Inventory (MCI) supported the instrument's factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms.
Also, simple correlation and multiple regression analyses indicated reasonably strong and positive associations between each classroom environment scale and the students' satisfaction. The Satisfaction scale was used as an outcome variable, following the lead of Majeed, Fraser and Aldridge (2002). Results h m the MCI, interviews and observations indicated that students preferred a more positive classroom environment in terns of Cohesiveness, Competition, and Friction. Importantly, the group of students using science kits experienced greater pretest-posttest changes in satisfaction and classroom cohesiveness than did either the textbook group of the combination group. This study supports previous research that combined qualitative and quantitative methods of data collection. Qualitative methods suggested that students preferred a more hands-on presentation of science lessons rather than a textbook presentation. This was suggested in interviews with students and teachers and by observations of students in their science classes. This research evaluated three educational methods to determine which instructional method would produce a more positive learning environment and student satisfaction. These results suggest that the utilization of science kits achieves this goal as measured by student satisfaction and cohesiveness.
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Lennevi, Malin. "”Det finns ingenting så politiskt korrekt som en svensk lärobok” : En normkritisk analys av samhällsvetenskapliga läroböcker för gymnasieskolan med fokus på jämställdhet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51032.

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Is there a symbiosis between gender equality and teaching materials? If yes, are we talking about representation, a percentual divide of pages or of anti-oppressive pedagogy? This study has its origins in the social science subject within the Swedish school system and focuses on analyzing the gender equality in textbooks. It is of importance as gender equality is a central topic in the Swedish curriculum on which the education is built on. The purpose of the study is to gain knowledge about how gender equality is portraited in textbooks addressed for the Swedish upper secondary school. The basis for this study sets in the anti-oppressive theory combined with a performative approach and the discourse of sencemaking. The anti-oppressive pedagogy addresses social values in relation to gender roles and the upholding of hierarchies. The performative approach works together with sencemaking to describe the textbook’s co-creation upon perceptions of reality. It states that if something is repeated enough times, patterns and values are made that outlines the gender roles in society. The method used in this study is a qualitative text analysis by means of evaluating the concept of gender equality as well as to investigate how it is presented, pictured and mediated through the texts.   The study shows that gender equality is limited within the textbook to a political goal with emphasis on labor legislation, and foremost about wages. Gender equality is also portraited mainly by means of statutory formal change, which neglects the operative gender equality. It also shows that women somewhat are excluded from representation even within the content of their own historiography. Men are given more content in total which could lead to difficulties for female pupils to find the text meaningful by means of representation. Sweden is viewed upon as a pioneering country when it comes to gender equality and is compared to other countries less influent work on the subject. This could influence the correlation of power between westerners, Swedes included, and the others in relation to the performative approach. Finally, the study argues for the balance between managing gender equality as a separate text episode as well as it being integrated in other sections of the textbook.
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Olofsson, Elisabeth. "Läromedel och hjälpmedel på gymnasiet : En uppsats om hur lärarna gör och tänker." Thesis, Linköping University, Department of Behavioural Sciences, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54991.

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The main purpose with this study is to describe teachers’ use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers. The analysis was made using qualitative methods and with a perspective of didactics.

The results show that textbooks are not as dominating in the classroom as recent studies have proposed. Instead we can see a varied and flexible use of different educational materials, where teachers consciously and independently choose both which media to use and how to use it. Their aim is to shape a curriculum which helps the students learn, but it is seldom explicitly formulated by the teachers. That is among other things discussed in this study, together with the result that school subjects affect the use of teaching material more than teaching styles do.


Syftet med undersökningen är att beskriva användningen av läromedel och hjälpmedel på gymnasiet, samt att diskutera denna användning i förhållande till skolämne och lärarstil. Data har samlats in dels under tjugo klassrumsobservationer i ämnena svenska, engelska och religion, dels genom öppna intervjuer med de fyra undervisande lärarna. Dessa data har sedan analyserats med kvalitativa metoder och ur ett didaktiskt lärarperspektiv.

Resultatet visar att läroböcker inte har den dominerande roll i undervisningen som tidigare forskning pekat på. Istället ser vi här en varierad och flexibel materialanvändning, där lärarna mycket medvetet väljer både vilka läromedel och hjälpmedel som används och också hur de används. Målet för dem är hela tiden att utifrån de förutsättningar de har forma en undervisning som hjälper eleverna att lära. Att detta och andra mål för läromedelsanvändningen sällan uttrycks explicit av lärarna diskuteras i uppsatsen, liksom att ämnet verkar påverka användningen mer än lärarstilen.

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Morais, Wanderson Rodrigues [UNESP]. "História e natureza da ciência no ensino de biologia: perfil e concepções de professores em serviço e de materiais didáticos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137911.

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Este trabalho tem o objetivo de identificar as concepções de História e Natureza da Ciência veiculadas no ensino de Biologia por professores em serviço e pelos materiais didáticos que se utilizam. Um levantamento realizado com as atas eletrônicas do 7º, 8º e 9º ENPEC evidenciou ausência de pesquisas com essa temática, o que mostrou a necessidade de sua realização. Assim, a investigação pôde contar com a participação de três professoras de Biologia do Ensino Médio da rede pública, com a realização de entrevistas semiestruturadas para melhor compreender suas concepções e perfis como educadoras, bem como análises do material didático que utilizam. A linha teórica para compreensão e análise dos dados é formada pelas contribuições de Pimenta (1996) e Tardif (2002) quanto ao ensino e o perfil docente e Toulmin (1977) e Gil-Pérez et al. (2001), quanto às visões de Natureza da Ciência. Por meio dos métodos empregados, a visão de História da Ciência mais presente é aquela cronológica e socialmente neutra, apresentando variações entre as professoras e os materiais em estudo. Quanto à Natureza da Ciência, por sua vez, é retratada essencialmente como aproblemática ateórica e acumulativa linear, adquirindo um aspecto empírico-indutivista entre as professoras, assumindo algumas variações por conta de suas trajetórias de vida.
This work aims to identify the conceptions of History and Nature of Science conveyed in Biology teaching for in-service teachers and teaching materials that are used. A survey of the electronic proceedings of the 7th, 8th and 9th ENPEC showed no researchs on this subject, which showed the need for its realization. Thus, the research could count on the participation of three high school biology teachers from public schools, by carrying out semi-structured interviews to better understand their views and profiles as educators, as well as analysis of the teaching materials they use. The theoretical framework for understanding and analyzing the data is formed by the contributions of Pimenta (1996) and Tardif (2002) about teaching and teacher’s profile and Toulmin (1977) and Gil-Pérez et al (2001), for the views of the Nature of Science. Through the methods employed, the most present views of History of Science is those more chronological and socially neutral, with variations between the teachers and the materials under study. As the Nature of Science in turn, is portrayed essentially as aproblematic and atheoretical, as well linear cumulative, being empirical-inductive for the teachers, with some variations due to their life histories.
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Oliveira, Laôr Fernandes de. "Um estudo sobre as significações dos professores de ciências do ensino fundamental II da rede escolar SESI-SP atribuídas ao material didático de ciências." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16111.

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This work aims at analyzing the significations constituted by the teachers concerning the Science textbook produced by the SESI-SP school chain. By studying the significations constructed by these Science teachers, we believe that it s possible to learn important aspects of the teachers, the physical structure at the SESI-SP schools and, particularly, the science textbook in focus. As a tool for the study of the significations, the subjects completed a questionnaire, containing both multiple choice and open questions. After collecting the data, the multiple choice questions were tabulated and the chores of significations were created for the open questions, so as to enrich and deepen the issues raised in the literature. The work, based on the Sociohistorical Psychology, used the procedure of Chores of Significations, as described by Aguiar and Ozella (2006) for the analysis of the collected data. The conclusion was that the science textbook is considered an important resource for the subjects in this research, conferring privileged status and functions to the extent that, by using it, teachers organize, develop and evaluate their pedagogical work in the classroom. However, some significations showed the need for more continuing education meetings that address the understanding of the methodological approach of this course book and its use in the classroom, allowing teachers to become authors of their own practice. The need to improve the physical structure of school units, as well as a review of some of the activities proposed in the textbook in focus are other factors learned from the significations of the subjects of this research
Este trabalho tem como objetivo analisar as significações constituídas pelos professores em relação ao material didático de Ciências elaborado pela rede escolar SESI-SP. Por meio do estudo das significações construídas por estes professores de Ciências, acreditamos ser possível conhecer aspectos importantes do docente, da estrutura das escolas SESI-SP, de sua proposta educacional e, particularmente, do material didático em foco. Como instrumento para o estudo das significações, os sujeitos desta pesquisa responderam um questionário contendo questões fechadas e questões abertas. Após o recolhimento dos dados foram efetuadas as tabulações das questões fechadas e elaboração de núcleos de significação das questões abertas para o enriquecimento e a aprofundamento das questões levantadas na literatura. O trabalho, baseado na Psicologia Sócio-Histórica, utilizou o procedimento dos Núcleos de Significação conforme descrito por Aguiar e Ozella (2006) para a análise dos dados obtidos. Concluiu-se que o material didático de Ciências é considerado um recurso importante para os sujeitos dessa pesquisa, conferindo-lhe status e funções privilegiadas, na medida em que é através dele que o professor organiza, desenvolve e avalia seu trabalho pedagógico de sala de aula. Porém, algumas significações apontam para a necessidade de que sejam realizados mais encontros de formação continuada que abordem a compreensão da proposta metodológica desse material e sua utilização em sala de aula, permitindo aos professores se tornem autores de sua própria prática. A necessidade de melhoria na estrutura física das unidades escolares, bem como de uma revisão de algumas atividades propostas no material didático em foco são outros fatores apreendidos a partir das significações dos sujeitos desta pesquisa
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Simsek, Hulya. "Följ med in i läromedlens innehåll : En läromedelsanalys i matematik med fokus på hur räknemetoder inom addition och subtraktion presenteras i årkurs fyra." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34064.

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Research has shown mathematics education is highly dependent on teaching materials. Here mathematics textbooks have a dominant role in Swedish schools. When curriculum determines the content of textbooks, it promotes confidence in both schools and teachers. The purpose of this study is to analyze and compare textbooks using Basil Bernstein’s theoretical concepts of classification, frames and sequencing to investigate how content and structure are connected to the calculation methods of addition and subtraction. The following questions are posed: In what way have the calculation methods of addition and subtraction of the natural and rational numbers been presented in four selected textbooks for grade 4 in Swedish public schools? What are the similarities and differences in content and structure in these teaching materials? The study finds a variety and selection of material presented in the selected textbooks. Consequently, it is important for teachers to take in to consideration the content and structure of a textbook in mathematics to realize its potential in the classroom.
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Pereira, Francisco das Chagas. "Estudo da paráfrase como estratégia discursiva em manuais didáticos de filosofia do Ensino Médio." reponame:Repositório Institucional da UFABC, 2017.

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Orientação: Profa. Dra. Margarethe Born Steinberger-Elias.
Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2017.
O uso de paráfrases é estratégico para a comunicação pedagógica em todas as áreas disciplinares. Este trabalho estudou o papel das paráfrases no ensino-aprendizagem de conceitos filosóficos sobre as ciências. Aqui o objetivo é apresentar resultado preliminar de um estudo sobre paráfrases utilizadas em manuais de ensino de filosofia recomendados oficialmente para o ensino médio na rede pública brasileira. Paráfrases são modos de reformular o texto na redação, tais como definições, explicações, exemplificações. O foco do trabalho é o modo como o conceito de "natureza", e "natural", são parafraseados no âmbito de uma história do pensamento filosófico sobre as ciências. Foram selecionados trechos de cinco manuais didáticos que abordam estes conceitos, a fim de investigar o papel e os limites das paráfrases como recurso facilitador da compreensão textual. A metodologia adotada revelou que o uso do termo "natureza" e "natural" envolve não só processos parafrásticos (modos de expressão variados de produzir o sentido dos termos estudados), mas também processos polissêmicos (múltiplos sentidos para um mesmo termo). Os resultados quantitativos apontam que as paráfrases explicativas são mais frequentes. Já a metodologia discursiva evidencia que as paráfrases funcionam como organizadoras das atividades dos sujeitos na interlocução. O trabalho discute estes resultados e suas implicações para uma visão da paráfrase como estratégia discursiva para leitura e compreensão de textos nos manuais didáticos.
The use of paraphrases is strategic for pedagogical communication in all disciplinary areas. This dissertation studied the role of paraphrases in the teaching- learning of philosophic a l concepts about the sciences. Here the objective is to present preliminary results of a study on paraphrases used in philosophy teaching manuals officially recommended for high school in the Brazilian public network. Paraphrases are ways of reformulating in writing, like definitions, explanations, and exemplifications. The focus of the research work is how concepts like "natural sciences" and "nature" are elaborated as paraphrases within a history of philosophic a l thinking about science. We selected excerpts from five textbooks that address these concepts, in order to investigate the role and limits of paraphrases as a facilitator of textual comprehension. The methodology adopted revealed that the use of the term "nature" and "natural" involves not only paraphrastic processes (varied modes of expression to produce the meaning of the terms studied), but also polysemic processes (multiple meanings for the same term). The paper discusses these results and their implications for considering paraphrases as a discursive strategy to cope with text comprehension of teaching manuals.
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Lin, Yusin, and 林郁馨. "The Study on Indigenous Materials in Science and Technology Textbooks of Primary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10007253678616089761.

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碩士
國立臺北教育大學
課程與教學研究所
99
This study is focused on Science and Technology textbooks of version E in primary school, which had passed the censorship of Ministry of Education in 2010. And based on the literature review, developing a “Indigenous Materials Content Analyzing Category”and “Postcolonial Discourse Content Analyzing Category” to analyze what the indigenous materials content and how they present in Science and Technology textbooks of version E in primary school; and based on content analysis, interviews with the editorial team of textbooks, discussing editors’ concepts of indigenous material and factors affecting. The main conclusions of study were listed as following: 1.Overall, Science and Technology textbooks of version E in subject category, the "natural habitat" was the highest proportion, but the "historical development" was the lowest proportion. 2.The subject category was highest proportion in eighth book but the lowest in fifth book in Science and Technology textbooks of version E. 3.The proportions of subject category were different in Science and Technology textbooks of version E. 4.In Science and Technology textbooks of version E, the sub-category of "Subjectivity of Taiwan" was lack. Only when discussing some sceicen concepts or principles, Taiwan's people, things, times, places or things as materials, but couldn't highlight subjectivity of Taiwan. 5.In Science and Technology textbooks of version E, the sub-category of "multiple render the text" mainly presented a variety of pictures but was lack of further discussion, and emphasized to present multiple ways in scientific methods, experiments, ignoring the text associated with the content of the discussion, there were the room for improvement. 6.In Science and Technology textbooks of version E, the sub-category of "critical thinking" was lack in text as a criticism. Only issues involving value judgments or experimental methods may talk about different results for thinking. 7.In Science and Technology textbooks of version E, the sub-category of "concrete" mainly contented environmental protection. 8.The editorial team of Science and Technology textbooks was considered scientific concepts as the main consideration, and the "usual" material-based, ignoring the indegenous materials. 9.Editorial team chose the materials were considered convenience, feasibility and correctness, thus, may compress the range of choices or other possibilities. 10.When editorial team chose the materials in textbooks, they considered the examination units and marketing requirements, because they hopeed pass through the examiniation and increase the marketing sales in the same time. 　　According to the above conclusion, some suggestions were provide to textbooks editord and future researchers.
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Books on the topic "Materials science Textbooks"

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Hosford, William F. Elementary materials science. Materials Park, Ohio: ASM International, 2013.

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1960-, Fulay Pradeep P., and Wright Wendelin J, eds. The science and engineering of materials. 6th ed. Stamford, CT: Cengage Learning, 2011.

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Fischer, Traugott E. Materials science for engineering students. Amsterdam: Elsevier/Academic Press, 2008.

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author, Chen Po-Yu, ed. Biological materials science: Biological materials, bioinspired materials, and biomaterials. New York: Cambridge University Press, 2014.

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1960-, Phulé Pradeep Prabhakar, ed. Essentials of materials science and engineering. Australia: Thomson, 2004.

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Askeland, Donald R. Essentials of materials science and engineering. Australia: Thomson, 2004.

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Hosford, William F. Materials science: An intermediate text. New York: Cambridge University Press, 2007.

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Newell, James. Essentials of modern materials science and engineering. Hoboken, NJ: John Wiley & Sons, 2008.

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101 Physics Tricks: Fun Experiments With Everyday Materials. New York: Sterling Pub. Co., 1992.

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I, Mendelev Mikhail, and Srolovitz David J, eds. Thermodynamics and kinetics in materials science: A short course. New York: Oxford University Press, 2005.

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Book chapters on the topic "Materials science Textbooks"

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Cerar, Špela, Matija Lokar, Gregor Anželj, Andrej Brodnik, and Irena Nančovska Šerbec. "Textbooks and Materials for Teaching Computer Science in Slovenia." In Informatics in Schools. A Step Beyond Digital Education, 138–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15851-3_12.

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Simon, Uwe K. "Teaching Virology at School: An Analysis of Student Knowledge, Textbooks, and Other Published Materials and a Summary of Essential Virology Knowledge for Teachers." In Science | Environment | Health, 263–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75297-2_14.

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Sikorová, Zuzana, and Péter Bagoly-Simó. "Textbook as a Medium: Impulses from Media Studies for Research on Teaching Materials and Textbooks in Educational Sciences." In Textbooks and Educational Media: Perspectives from Subject Education, 1–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_1.

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Bustillo Revuelta, Manuel. "Bituminous Materials." In Springer Textbooks in Earth Sciences, Geography and Environment, 401–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65207-4_14.

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Bustillo Revuelta, Manuel. "Coating Materials." In Springer Textbooks in Earth Sciences, Geography and Environment, 587–602. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65207-4_20.

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Silva, Arlindo, and Virginia Infante. "The Role of Digital Libraries in Teaching Materials Science and Engineering." In Materials Science and Engineering, 1420–41. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1798-6.ch057.

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Nowadays, the number of commercially available materials is growing steadily. Technical information on materials resides in digital libraries that complement classical Materials Science and Engineering (MSE) textbooks. Information on materials in the form of databases of material properties can elaborate on the science and engineering fundamentals explained in textbooks with real data about current materials. Hence digital libraries can become a learning tool to support teaching of science and engineering fundamentals. This chapter described two courses offered for the Mechanical Engineering degree at Instituto Superior Tecnico, Portugal, namely Materials Science and Materials in Engineering. The Materials Science course uses the traditional textbooks and a bottom-up approach. In the Materials in Engineering course, the CES EduPack database was introduced to support a design-led approach. This chapter showed that the teaching of Materials Science with databases should be encouraged and described a successful experience with teaching Materials in Engineering using digital libraries.
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Silva, Arlindo, and Virginia Infante. "The Role of Digital Libraries in Teaching Materials Science and Engineering." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education, 190–210. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch010.

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Nowadays, the number of commercially available materials is growing steadily. Technical information on materials resides in digital libraries that complement classical Materials Science and Engineering (MSE) textbooks. Information on materials in the form of databases of material properties can elaborate on the science and engineering fundamentals explained in textbooks with real data about current materials. Hence digital libraries can become a learning tool to support teaching of science and engineering fundamentals. This chapter described two courses offered for the Mechanical Engineering degree at Instituto Superior Tecnico, Portugal, namely Materials Science and Materials in Engineering. The Materials Science course uses the traditional textbooks and a bottom-up approach. In the Materials in Engineering course, the CES EduPack database was introduced to support a design-led approach. This chapter showed that the teaching of Materials Science with databases should be encouraged and described a successful experience with teaching Materials in Engineering using digital libraries.
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Diener, Ed, Carol Diener, and Robert Biswas-Diener. "Open-Source for Educational Materials Making Textbooks Cheaper and Better." In Open: The Philosophy and Practices that are Revolutionizing Education and Science, 209–17. Ubiquity Press, 2017. http://dx.doi.org/10.5334/bbc.p.

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Kurovskaja, Julia. "Developing Engineering Students' Language Skills." In Advances in Higher Education and Professional Development, 296–309. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch026.

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At present, language training is part and parcel of engineering education in Russia. A modern engineer must have both a communicative competence in the professional sphere and an intercultural view of the world. Accordingly, the topic of the assessment of foreign language textbooks for technical universities is highly relevant. This chapter is dedicated to this issue. The analysis of foreign language textbooks for technical universities is conducted through a cognitive-linguistic approach, using its toolkit, namely the diagnostic matrix. The diagnostic matrix is based on criteria that allow analyzing training materials, carrying out their diagnostics from the point of view of the specifics and regularities of the formation of students' language picture of the world. This pedagogical research innovation will allow pedagogical science to effectively solve issues related to the elaboration of pedagogical semiology as a new area of pedagogical knowledge.
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Ujima, Kazuhito, and Koichi Oda. "Development and Evaluation of a New HTML Browser Method of Presenting Reading Material for Students with Low Vision." In E-Education Applications, 308–18. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-93177-792-6.ch018.

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Students with low vision or partial sight have a variety of vision needs and their needs are very different from student to student. Provision of suitable reading materials is still a difficult task. What we describe here is a novel method combining web-related technology and recent advancement in vision science. With reading tests by the MNREAD-J reading chart, we obtained parameters defining each student’s vision needs. A newly developed software package called the HTML viewer generated a CSS layout data for each student according to the parameters. With this individually adjusted CSS, any web browser displays HTML documents in appropriate way for each student. Textbooks were prepared in HTML format and used with the HTML viewer. Evaluation in real classroom setting showed students were able to use this new method of reading efficiently without a prior knowledge of PC operation.
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Conference papers on the topic "Materials science Textbooks"

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Fahrunnisa, Syifa Alfiah, Winny Liliawati, and Mimin Iryanti. "Analysis of high school textbooks on earth materials based on representation of multiple intelligences." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0131223.

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Ayundasari, Lutfiah, Ulfatun Nafi'ah, Najib Jauhari, and Rica Filasari. "Analysis of Content and Discourse on Character Education in History Textbooks on Islamic History Materials." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302528.

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Anto, Dedi, Hasruddin, and T. Gultom. "Development of biology textbooks for Science, Technology, Engineering, and Mathematics (STEM) students’ scientific literacy ability on plant growth and development materials." In THE 8TH ANNUAL INTERNATIONAL SEMINAR ON TRENDS IN SCIENCE AND SCIENCE EDUCATION (AISTSSE) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0122051.

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Yeung, Sze Kiu, and Wee Leong Lee. "Effects of Students’ Course Materials Page Views on Academic Performance in Online Courses." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4644.

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Students’ reading of the course materials had never been measured because no data was available. It was assumed that students who performed better in their learning would have read their course materials more compared to those who performed poorly. The Singapore University of Social Sciences (SUSS) provided course materials in electronic forms in textbooks and study guides. The purpose of this study, based on data from the Academic Year 2020, was to find out was there a correlation between students’ reading of the course materials and their performance in 10 online courses. A quantitative approach was used in the study. It was found that a very weak positive relationship, r (0.151), existed for students who read the e-textbooks while there was almost no relationship, r (0.084), for students who read the study guides when correlated with their performance. Furthermore, a statistical significance existed in the medians of e-textbook and study guide usages between those students who passed the online courses compared to those who failed. This significance could also be found in students’ grade-bands. This study will be of interest to institutions with data available on students’ readership behaviour. It is relevant to the sub-theme of “inspiring innovations” as it involves data analytics for online learning.
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Dewi, VC, E. Susantini, and S. Poedjiastoeti. "PRELIMINARY STUDY OF STUDENT EXPERIENCES IN USING BIOLOGY TEXTBOOK BASED ON COLLABORATIVE LEARNING MODEL TO PRACTICE SCIENTIFIC LITERACY SKILLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7114.

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Science literacy skills are needed in 21st century learning. As a developing country, schools in Indonesia should create learning that is able to practice these skills. The learning strategy that requires students to explore and use scientific knowledge to solve problems is collaborative learning. The collaborative learning model is suitable for learning that is closely related to environmental problems, one of which is biology. Therefore, this study aims to determine the level of understanding of students related to biology (ecosystem) material, to find out students' experiences related to-based textbooks collaborative learning, and to find out the conditions of biology learning that have been applied in schools. This type of research is descriptive quantitative. The research subjects were 30 students of SMAN 1 Ngunut. Data collection techniques were carried out by observation, tests, and questionnaires. The sample of respondents was taken by purposive sampling on the advice of the Biology teacher. The results of this study are as follows: 1) In terms of the level of understanding related to biological material (ecosystem), it is classified as lacking. 2) Students' experiences in learning biology so far have never found the collaborative learning textbook. 3) Learning activities to practice scientific literacy skills are rarely carried out. After adding up the average percentage of each indicator, it is known that the students' understanding is still in the lacking category with a percentage of 44.8%, so that better knowledge and readiness are still needed so as to be able to achieve the 21st century learning goals. One of the steps to solve this problem is to use learning resources that train a lot of scientific literacy skills. The majority of teachers through the survey also agree that the limitations of learning media to train scientific literacy skills can be circumvented by developing textbook-based collaborative learning. Therefore, it can be concluded that textbooks based on collaborative learning model need to be developed. Keywords: textbook, collaborative learning, ecosystem, scientific literacy
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Khaled Ahmed, Khloud. "An interactive philosophical vision for textbook design to increase information value." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p67.

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This research aims to improve the visual design of information in primary school education by improving the structural and graphic design of the textbook through paper engineering of pop up interactive book based teaching material. The goal of the research is also to find a solution for textbook design that combines the benefits of an electronic book and an ordinary book by displaying images in three dimensions and content in an interactive manner to simplify and facilitate the information. The difficulty for primary school students to understand some curricula through ordinary textbooks is a research problem. In this study, we used a field study with a focus group discussion to achieve our goal, and we chose an informal ordinary book as the primary source, its title (into the crater of doom) and transforming its structure design into a pop-up book to present to primary school students and get their feedback on the method to design the pop-up book to use as an aid means of simplifying information for students, interacting with the book, and presenting the information in an interesting manner. The results of a discussion group with 33 primary school teachers divided into three groups revealed that 92% of them agreed that the design of the ordinary textbook should be updated. By presenting the researcher's pop-up book, all of them prefer to use the pop-up book as an aid in improving students' cognitive and intellectual skills. Furthermore, the results of the discussion groups with the students, a total of 35 students divided into three groups, revealed that all of them preferred to use the pop-up book in all textbooks, particularly science and social studies for 4th grade primary students. As well as making recommendations to the Ministry of Education on their performance regarding the positive impact on students of using pop-up books designed by the researcher as an aid means to students in schools and homes.
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Pagan, Maria Merliana, Sarwanto Sarwanto, and Fahru Nurosyid. "Science literacy analysis of physics textbooks in temperature heat and expansion material." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112121.

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Chen, Eric L., and Pah I. Chen. "Integration of Fuel Cell Technology Into Engineering Thermodynamic Textbooks." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/aes-23647.

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Abstract The time has come for engineering thermodynamic texts to look beyond the limitations of heat engines. As different power generation technologies are implemented, texts should reflect the changes. In doing so, students will be better prepared to contribute to those new fields in industry or academia. An example is fuel cell technology, a field that is making rapid progress toward commercialization, but one that still requires more research and development. Now is the time to include fuel cell technology in thermodynamic texts, introducing students to the basic science and engineering principles. This paper proposes that fuel cell technology be integrated into textbooks with examples and applications included in certain chapters. The fundamental principles of fuel cells are presented, along with the most suitable chapter in which the material should appear. Students will benefit from the material because fuel cells will add variety to the examples, extending the thermodynamic principles to other applications. Instructors, however, will have to decide if their syllabi can accommodate the extra material.
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Kobayashi, T., M. Kato, H. Sori, Y. Sasai, M. Sato, T. Inada, K. Harada, and T. Okada. "Sustainable Progression of Technology Education for Atomic Energy Engineering in Tsuyama National College of Technology." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16567.

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This study describes the achievements of a program that provides technology education about low-level radiation to develop practical core engineers. An education program starting at an early age and continuous and consistent educational agendas through seven years of college has been constructed in collaboration with regional organizations. Subjects relating to atomic energy or nuclear engineering were regrouped as “Subjects Related to Atomic Power Education” for most grades in each department. These subjects were included in the syllabus and the student guide book to emphasize a continuous and consistent policy throughout the seven-year period of college study, comprising the five-year system and the additional two-year advanced course. Furthermore, the content of lectures, experiments, and internships was enriched and realigned in collaboration with the Japan Atomic Energy Agency (JAEA), Okayama University, and Chugoku Electric Power Co., Inc. Additional educational materials were developed from inspection visits by teaching staff to atomic energy facilities were also used in the classes. Two student experiment textbooks were developed to promote two of the subjects related to atomic energy: “Cloud Chamber Experiment” and “A Test of γ-ray Inverse Square Law.” In addition to the expansion and rearrangement of atomic power education, research on atomic power conducted for graduation thesis projects was undertaken to enhance educational and research activities. Some examples are as follows: “Study on the Relation between γ Dose Rate and Rainfall in Northern Okayama Area,” “Remote Sensing of Radiation Dose Rate by Customizing an Autonomous Robot,” and “Nuclear Reaction Analysis for Composition Measurement of BN Thin Films.” It should be noted that an atomic-energy-related education working group has been in place officially to continue the above activities in the college since 2011. In consequence, although government subsidy has been decreasing, both human and material resources have been enhanced, and many students with a satisfactory understanding of atomic energy are being developed. This program was partially funded by the Ministry of Education, Culture, Sports, Science and Technology in Japan.
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Smerdel, Snježana, and Meliha Zejnilagić-Hajrić. "PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.125.

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A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.
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