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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Parmar, Rene S., and John F. Cawley. "Analysis of Science Textbook Recommendations Provided for Students with Disabilities." Exceptional Children 59, no. 6 (May 1993): 518–31. http://dx.doi.org/10.1177/001440299305900605.
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Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94–142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there was no consistency in the nature of recommendations provided for any given category of disability. Results indicate that special education and mainstream teachers should monitor the usefulness of published materials that claim to meet the needs of students with disabilities.
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Oki, Kensuke. "Textbooks of Metallurgy and Materials Science, and Their Circumstances;." Materia Japan 39, no. 9 (2000): 721. http://dx.doi.org/10.2320/materia.39.721.
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Maya Oktaviani, Ira, Sutarto a, and Slamet Hariyadi. "TEXTBOOKS BASED ON STEM-CP (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS, AND CONTEXTUAL PROBLEMS) MATERIALS ON VIRUSES TO IMPROVE CRITICAL THINKING SKILLS FOR HIGH SCHOOL STUDENTS." International Journal of Advanced Research 10, no. 05 (May 31, 2022): 818–25. http://dx.doi.org/10.21474/ijar01/14777.
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This study aims to develop a STEM-CP based virus material textbook for grade X SMA students. The textbook is organized into a contextual textbook with problem-solving characteristics in the material Virus. Virus material was chosen based on contextual problems that are being faced by the world community, namely the COVID-19 pandemic. Therefore, students are expected to be be able to master material regarding the structure of the virus, as well as hone students critical thinking skills to solve problems in the right efforts to tackle the COVID-19 virus. The research method is Quasi Experiment with Pretest-Posttest without a control class. The data analysis was carried out by using mixed methods, which is the result of qualitative and quantitative data. The sample used was 30 students of class X SMA with problems. These results can be seen from the scores obtained by students. The prettest results of students critical thinking abilities before using STEM-CP-based virus textbooks were relatively low, namely 2,5 Unacceptable, but after using the value of students critical thinking skills relatively increased, namely 3,8 category Acceptable. This shows that the critical thinking skills possessed by students are better after students learn viral material using virus textbooks that are applied in learning. iresults of the N-gain scores of students in the Dessiminate class with an overall average of 0.80 in the high category This shows that STEM-Cp-based viral textbooks are effective in improving students cognitive abilities.
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Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (May 16, 2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.
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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle.
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Johnson, Dana T., Linda Neal Boyce, and Joyce VanTassel-Baska. "Science Curriculum Review: Evaluating Materials for High-Ability Learners." Gifted Child Quarterly 39, no. 1 (January 1995): 36–42. http://dx.doi.org/10.1177/001698629503900106.
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This article describes the findings of a review of existing K-8 science curriculum materials that was carried out under the National Science Curriculum Project for High-Ability Learners. Twenty-seven sets of materials were reviewed using criteria developed and refined by project staff. The purpose of the review was to ascertain whether currently available materials met the new standards in the teaching of science and the needs of gifted learners. The review findings suggest that existing basal textbooks fail to meet new science curriculum standards for all students, but particularly for high-ability learners. Modular programs and supplementary materials were found to be superior to basal textbooks on most dimensions.
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Gorgadze, Natia, and Shalva Tabatadze. "Gender in School Textbooks as an Evidence of General Education Policy Approaches." International Journal of Multilingual Education IX, no. 3 (November 11, 2021): 243–64. http://dx.doi.org/10.22333/ijme.2021.190028.
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This paper examines gender equality in general education policy of Georgia making emphasis on textbooks development practices under the ongoing third wave National Curriculum. The desk research, content analysis and in-depth interviews were employed as research methods. Six textbooks of math, biology and aesthetic subject group for grades 1-8 were analysed in light of a. gender roles and activities b. Male firstness Porreca (1984) and c. fragmentation and isolation (Blumberg 2007). Moreover, as part of the study, the desk-research of textbook evaluation policy and practices, perspectives of the school textbooks authors in different subject matters and 50 randomly selected evaluation reports for years 2019-2020 were examined. The study should provide answers on the following questions: 1. To what extend do Georgian textbooks provide gender-sensitive content? 2. Does the textbook approval rule and evaluation procedures facilitate development of gender balanced education resources? 3. Are authors of school textbooks empowered to develop gender sensitive materials? The research results were triangulated and reviewed in light of the Social Relations Concept for Policy analysis by Kabeer (1994). Based over the analysis we can conclude that Georgia is adhered to the gender-aware education policy and is manifested in the gender-neutral approach towards the school textbook development requirements and practices.
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Lvova, Irina. "On the history of the creation of accounting textbooks: Late 19th — early 20th century." St Petersburg University Journal of Economic Studies 38, no. 3 (2022): 436–61. http://dx.doi.org/10.21638/spbu05.2022.305.
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The article deals with issues related to creating accounting textbooks the late 19th and early 20th centuries, when mass business education began to develop in Russia. The evolution of ideas about the textbook, the requirements for textbooks, the evaluation of textbooks by reviews, the role of competitions in stimulating authors, the problem of selecting the qualitative textbook and attempts to solve it by administrative and market means, and, finally, the image of a modern accounting textbook as seen more than a century ago are examined. The article is based on a critical analysis of sources little or never used in previous studies, including textbooks, journal articles, materials from congresses of Russian leaders on technical and vocational education, and other representative meetings. The study shows that the historical context not only reveals the problems relevant to modern business education, but also provides an opportunity to learn about different approaches to solving them. The study suggests using historical experience to examine how effective administrative decisions about recommending educational literature have been. The study demonstrates that past experience can be used, for example, in organizing authors competitions. In retrospect, the debates about the permissibility of publishing reviews of textbooks are also of interest. The study proves that the concept of an accounting textbook proposed at the beginning of the 20th century hasn’t lost its relevance in terms of the abundance and scope of innovations and can be claimed by modern accounting science and methodological practice.
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Pogorzelska, Marzanna, and Małgorzata Adams-Tukiendorf. "“Crossing the borders of own culture, stepping on frontiers”: Textbooks and intercultural communication." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching 18, no. 4 (October 20, 2021): 35–59. http://dx.doi.org/10.26881/bp.2010.4.02.
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The article presents the results of an analysis of English textbooks used in Sweden and Poland and addresses questions related to their intercultural dimension. The textbooks were subject to content analysis performed with a tool created specifically for this study and providing both qualitative and quantitative data. The findings show some significant differences between textbooks used in the two countries, highlighting the ways Swedish textbooks promote issues related to an intercultural perspective and showing the relative drawbacks of the Polish sample in this respect. The comparative character of the analysis allows for reflection on the role of textbooks in crossing intercultural borders with regard to teaching particular values in different cultural contexts as well as improvements that might be made in this field. The conclusions resulting from the comparative analysis may prove both useful and inspirational for textbook authors and teachers and, in many ways, innovative in the context of promoting intercultural values in education.
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Hristova, Gergana. "ELECTRONIC RESOURCES IN TEACHING THIRD GRADE PUPILS MATHEMATICS." Knowledge International Journal 34, no. 2 (October 4, 2019): 491–96. http://dx.doi.org/10.35120/kij3402491h.
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The effectiveness of teaching in primary schools depends on the pupils’ active engagement. When teaching the pupils of today, different forms and methods have to be used to organise the learning process, rather than opting for the simple transfer of knowledge directly from teacher to pupil. Pupils today do not simply sit and listen to the teacher and answer his/her questions. They also discuss and relate what they are taught to their personal experiences. A number of studies show that a person absorbs different amounts of information when listening, watching, listening and watching, and actively participating. The pupils’ involvement during the different activities in the lesson varies. Their acquisition capacity is different when listening to a teacher’s explanations, reading, observing a demonstration, practicing or using a computer, multimedia and electronic resources. The electronic textbook (also known as e-textbook) is a teaching tool and a rich source of additional tasks and materials for pupils and teachers. Electronic textbooks are digitised versions of paper textbooks. Electronic textbooks can be used online or offline. Electronic versions contain additional materials, such as audio, video, animations, 3D visualisations and interactive tests, as well as hyperlinks to relevant websites. The electronic readable textbook is identical to the approved print edition of the textbook. The electronic readable textbook creates a realistic page-turning effect in PDF format. In Bulgaria, new mathematics learning sets were created for primary school classes in accordance with the new Preschool and School Education Act, which came into force from the 2016/2017 school year, and the modified curricula. An electronic textbook and an electronic readable textbook have been developed for each new textbook. E-textbooks are free of charge for teachers who have chosen to teach using the paper textbook of the relevant publisher. Pupils and parents can also access them after registering on the publisher’s website. The Ministry of Education and Science requires that publishers give parents and pupils free access to electronic readable textbooks.The main idea of this article is to present an analysis of the third grade mathematics textbook published by Anubis and the electronic resources it features (additional tasks and materials). The article will also include the opinions of pedagogical students collected in a survey of the use of electronic textbooks in teaching primary school pupils.
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Ferlin, Maria, and Per Sundberg. "Grundskoleelevers uppfattningar om begreppet art relaterade till formuleringar i läroböcker i biologi12 to 15 year old pupils' perceptions of the concept species related to formulations in textbooks in Biology." Nordic Studies in Science Education 11, no. 1 (March 23, 2015): 3–18. http://dx.doi.org/10.5617/nordina.805.
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This study contributes to knowledge about pupils’ conceptions of species. There is no unique and unequivocal definition of the species concept and this is a matter of discussion among biology researchers. This complexity is not communicated when the species concept is presented in Swedish Biology textbooks used in grades 6/7–9. Diverse conceptualizations of science concepts among pupils have, however, been analyzed in previous educational studies. This study analyses pupils’ expressions concerning species and the species concept and how these correspond to the presentations of them in Biology textbooks. The findings are based on results from content analyses of seven textbooks as well as a questionnaire answered by 12–15-year-old pupils. The results demonstrate that pupils essentially base their perception of the species concept on morphological similarities; hence the pupils’ perceptions deviate from textbook presentations. This is an issue which teachers, textbook authors and producers of other teaching materials should be aware of.
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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks." Research in Educational Policy and Management 3, no. 1 (May 27, 2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.
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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.
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Kovač, Danilo. "How can a Serbian history textbook be used to thoroughly teach the causes of the Holocaust?" Zbornik radova Filozofskog fakulteta u Pristini 52, no. 3 (2022): 201–19. http://dx.doi.org/10.5937/zrffp52-35928.
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A history textbook authored by Mira Radojević, was written for history students aged 18, entering their final year of a four-year Serbian grammar school education. The textbook presents in chronological order a range of topics that canvas the seminal political events that shaped Europe and America throughout the 20th century. The textbook's primary drawback is an absence of the learning tasks required to facilitate improved learning in relation to higher order thinking. This paper aims to overcome this issue. The manuscript does not represent empirical research; rather, it is more of a practitioner piece, with the goal of providing a framework in which the textbook can be utilised to gradually and meaningfully develop a causal analysis of the Holocaust. Four history classes, broken into a series of five steps, are designed to be used in concert with Mira Radojević's textbook. It is however the hope that these steps will provide a framework to be used with a variety of textbooks that, like the Mira Radojević's textbook, will focus on the historical facts rather than on causal analysis of the Holocaust and developing students' higher order thinking.
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Kurdiati, Lintang Auliya. "Analysis of Critical and Creative Thinking Aspects in The Science Textbook of Merdeka Curriculum Materials of Measurement in Scientific Work." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (December 28, 2022): 55–66. http://dx.doi.org/10.51276/edu.v4i1.312.
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This study aimed to identify the elements of critical and creative thinking in the Measuring Merdeka High School Curriculum in Science textbooks. This research uses a qualitative descriptive research type. The data source was the Science textbook for SMA Class X Merdeka Curriculum. The instrument used in this research is the researcher as the main instrument. This research's supporting agents are data collection and analysis guides. The data collection procedure in this study was to use documentation techniques. This study's stages of data analysis include data reduction, data presentation, and conclusion. The results showed that the Merdeka High School Curriculum Science textbook on Measurement in Scientific Work contains four elements of critical thinking and seven elements of creative thinking. This research implies that future results of this study can be used as reference material and references in further research
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Beníčková, Zuzana, Karel Vojíř, and Ľubomír Held. "A Comparative Analysis of Text Difficulty in Slovak and Canadian Science Textbooks." Chemistry-Didactics-Ecology-Metrology 26, no. 1-2 (December 1, 2021): 89–97. http://dx.doi.org/10.2478/cdem-2021-0007.
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Abstract One of the main purposes of textbooks is the mediation of educational content to students. The factual accuracy of information, as well as the clarity of the text for students plays a crucial role in this aspect. The inadequate text difficulty can complicate students' learning. Comparing different approaches to the text in textbooks, considering the objectives of education, represents key knowledge for teaching materials innovation. This research was therefore focused on the comparison of the Slovak and Canadian science textbooks for lower secondary education. The methodology for assessing text difficulty according to Nestler, Prucha and Pluskal was used for this purpose. The samples of text from the textbooks for 6th and 8th grade of lower-secondary school were assessed. It was found that the text in Slovak textbooks is significantly more difficult. While from the syntactic difficulty point of view differences were rather partial, the significant differences were found in the semantic difficulty of the text. The Slovak textbooks are burdened with an excessive number of professional terms. Considering the results in measuring scientific literacy, this approach to the text in the Slovak textbooks is not effective. The results obtained are therefore an incentive to revise used educational materials.
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Aydin, Sevgi, and Selma Tortumlu. "The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?" Chemistry Education Research and Practice 16, no. 4 (2015): 786–96. http://dx.doi.org/10.1039/c5rp00073d.
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To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials. Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a content-embedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.
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Chen, Tsai, and Chang. "Effects of Game-Based Instruction on the Results of Primary School Children Taking a Natural Science Course." Education Sciences 9, no. 2 (April 12, 2019): 79. http://dx.doi.org/10.3390/educsci9020079.
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This study explored the effects of scenario simulation games and e-textbooks on the learning outcomes of elementary school students. The study subjects were 60 primary school students classified into two groups: The experimental group was provided with scenario simulation course materials, and the control group received e-textbook materials. The learning outcomes were compared between the two groups, which were further divided by ability level and gender. The female subjects in the experimental group showed slightly less improvement than the experimental group males, who showed significantly greater improvement than the female control group subjects. Use of the e-textbook had a less positive effect on learning outcomes than the scenario simulation game-based instruction.
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Faqih, Nurul Makrifah, and Nur Fauzi. "Pengembangan Bahan Ajar Buku Teks IPS Tema Indahnya Kebersamaan Pada Peserta Didik Kelas 4 MI An Nuriyah Kwanyar Bangkalan." FIKROH: Jurnal Pemikiran dan Pendidikan Islam 13, no. 2 (July 26, 2020): 132–43. http://dx.doi.org/10.37812/fikroh.v13i2.98.
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This research aims to develop Social Science Textbook teaching materials. The material teaching is developed in the form of social studies textbooks with the theme "Beautiful Togetherness" and appropriate based on student’s expertise and readability as seen from the material or content, linguistic, presentation, and graphic aspects. This research is a research and development study with the design of analysis, planning, and developing textbook development. The feasibility of the expert test was carried out by material experts and media experts, while the students' openness test was carried out by the 4th grade students of MI An-Nuriyah from group A with a total of 36 students and 4th grade students of MI An-Nuriyah from group B with a total of 32 students. The ttechnique of Collecting data is done using a questionnaire. The method used to analyze data is quantitative descriptive analysis techniques by the distribution of five scales and the rating scale predetermined. Textbooks are well considered by material experts and media experts that has a minimum average score "enough" category. The text book feasibility test results the assesment Experts in the "good" category. Evaluation of textbooks by media experts are "enough" and "good" categories. The results of the textbook feasibility test by textbook students are categorized as "good."
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Susanto, Heri, Sri Fatmawati, and Fathurrahman Fathurrahman. "Analisis Pola Narasi Sejarah dalam Buku Teks Lintas Kurikulum di Indonesia." Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan 6, no. 2 (December 29, 2022): 228–43. http://dx.doi.org/10.29408/fhs.v6i2.6632.
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The national history textbook is one of the most controversial textbooks. In books, historical events are presented in the form of narratives that can be used as lessons for the present and future challenges. Narratives can be studied from the point of view of critical discourse analysis that provides awareness. A literature study method with a close reading technique is used to understand the narrative pattern in the textbook. The textbooks in this analysis are textbooks published between 1975-2003. These books represent textbooks from the 1975 curriculum to the 1994 curriculum, supplement to GBPP 1999. The results of the analysis show that this textbook shows a role narrative pattern using a concentric chronological approach, using the principles of accommodative history writing, highlighting aspects of heroism, and using an event approach in the flow of food. The weakness of this textbook is that there are attempts to build an unbalanced role narrative. The narrative of the role of the regime in power at that time was presented with an exaggerated cult tendency.Buku teks sejarah nasional adalah salah satu buku teks yang paling sering mengundang kontroversi. Pada buku teks, setiap kejadian sejarah disajikan sebagai narasi sejarah yang menjadi materi pembelajaran untuk kehidupan masa sekarang dan menghadapi tantangan di masa depan. Sajian narasi dalam analisis buku dapat ditelaah menggunakan pespektif model analisis wacana kritis dengan mengedepankan aspek kesadaran sejarah. Untuk memahami pola narasi dalam buku teks digunakan metode studi literatur dengan teknik close reading. Buku teks dalam analisis ini merupakan buku teks yang diterbitkan antara tahun 1975-2003. Buku-buku tersebut mewakili buku teks dari kurikulum 1975 sampai dengan kurikulum 1994, suplemen GBPP 1999. Hasil analisis menunjukkan bahwa buku teks ini menunjukkan pola narasi peran dengan menggunakan pendekatan kronologis konsentris, menggunakan prinsip penulisan sejarah akomodatif, menonjolkan aspek heroism, dan menggunakan pendekatan peristiwa dalam alur sajiannya. Kelemahan buku teks ini adalah terdapat upaya membangun narasi peran yang tidak seimbang. Narasi peran bagi rezim yang sedang berkuasa pada saat itu ditampilkan dengan tendensi pengkultusan yang berlebihan.
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Asghar, Samina Ali, Tayyabba Yasmin, and Aniqa Rashid. "Pragmatic Analysis of Textbooks on the Basis of Speech Acts." Review of Education, Administration & LAW 4, no. 2 (June 25, 2021): 503–7. http://dx.doi.org/10.47067/real.v4i2.164.
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This study investigatesfive speech acts of declaratives ,expressives, representatives, directives and commisives in three English textbooks at the level of III, IV and V published by Punjab Text Book Board Lahore in order to show whether theyareappropriate on pragmatic level for EFL learners or not. The results of the study reveal that thedistribution of all the speech acts is not equal both within each textbook andamong textbooks at all three levels. Among five speech acts, representative speech act occursthe most frequently in all textbooks while commissiveis the least used speech act. None of the books uses any speech act of declarative. This study implies that EFL teachers and materials designers shouldconsider pragmaticaspectsto improve the quality of both learning and instruction.
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Tóthová, Martina, and Martin Rusek. "use of eye-tracking in science textbook analysis: a literature review." Scientia in educatione 12, no. 1 (July 29, 2021): 63–74. http://dx.doi.org/10.14712/18047106.1932.
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Contemporarily available technology has provided researchers quite an accessible method to see through students’ eyes. This offers researchers the chance to re-evaluate teaching materials from their, so far hidden, potential function’s point-of view. In this study, a literature review of research on science textbooks using the eye-tracking method is presented. Relevant journal articles or conference papers indexed on the Web of Science and Scopus databases were selected. From the original 112 papers, 18 were submitted to a thorough analysis after duplicate papers and papers not conforming to the topic were excluded. The studies’ characteristics, topics (influence of textbook design on student learning, distribution of attention, textbook effect etc.) and used methods (the device and measurement, additional methods, methodological issues) are included in the review. (Novice) science education researchers, state officers responsible for textbook evaluation, textbook authors or even teachers can profit from this overview, which clearly shows the state of the art as well as potential research directions.
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Martynov, A. I. "Archeology: University Textbook and Science (to the 45th Anniversary of the Publication of the Textbook: Martynov A. I. Archeology of the USSR . Moscow, 1973)." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 940–47. http://dx.doi.org/10.21603/2078-8975-2019-21-4-940-947.
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The paper features the interaction of archaeological science and textbooks on archeology. It successively examines the history of textbooks on archeology in Russia published for higher education institutions of history, from the XIX century to the present. The author stresses the importance of textbooks in the formation and development of archeology as one of the main subjects of university historical education. Archeology and its textbooks play a key role in the reconstruction of important historical events of the three million years of human history, especially in cases when archaeological materials are the only source. Archeology discovered civilizations of the Ancient East, e.g. China, India, Iran, as well as Archaic Greece and ancient Rome. The paper states the significance of the archaeological heritage of Russia. Since 1970s, only two universities in Russia, Lomonosov Moscow State University and Kemerovo State University (Department of Archeology), have been publishing university textbooks on archeology to be used in universities nationwide. The list involves nine publications prepared by Kemerovo State University. These textbooks are unique from the point of view of the content and methodology of the presentation. The article focuses on the interaction of archaeological science and university textbooks. This concerns the explanation of global historical events, e.g. the early colonization of Eurasia, ethnogenesis in the Middle Paleolithic Era, human migration to America in the Upper Paleolithic, the formation of cultural in the early Holocene, revolution of the producing economy in the Paleometallic Era, etc. The author describes the effect of archeological textbooks on the formation of the conceptual foundations of modern archeology as a historical science. The section "One History – Two Sciences" features the shortcomings of modern Russian historical science, in particular, the lack of alternative to the concept of formational explanation of history in school and university textbooks. History is currently being demonstrated exclusively as a social-class development process, which makes it impossible to understand the role of the fundamental foundations of historical development, as well as the role of discoveries, innovations, achievements in the field of material culture and productive economy. As a result, the human achievements of the past, which are indicated in archeology textbooks, do not find proper application in explaining the historical processes in Russia and Eurasia in modern history textbooks.
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Şahin, Mustafa, Ebru Kaya, Arzum Taşdelen, and Uğur Yılmaz. "The image of women in the life science textbooks." Journal of Human Sciences 19, no. 4 (December 31, 2022): 669–78. http://dx.doi.org/10.14687/jhs.v19i4.6344.
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The aim of this research is to examine the image of women in the life science textbooks of the early republican period. In this study, the answer to the question “Are there differences in terms of gender roles in the texts and images of life science textbooks in Turkey” will be sought. For this purpose, the life knowledge textbooks that have been taught in primary schools will be analyzed. The textbooks carry the social, political, economic, and cultural characteristics of the period in which they were written. The textbooks prepared according to the curriculum, which serve the ideological and cultural reproduction of society as a set of knowledge and values, are one of the most important tools by which norms and fictions related to gender roles are transmitted. Therefore, the analysis of textbooks is important for deciphering the explicit and implicit messages conveyed about the concept of gender. The main reason for choosing this textbook is that the content of the life science textbook consists of topics that directly affect the process of socialization of the individual and their perception of gender. This study has a qualitative research pattern. The data will be collected through document review and analyzed using content analysis. Document analysis is a qualitative research method that is used to analyze the content of written documents rigorously and systematically; and is a systematic method used to examine and evaluate all documents, including printed and electronic materials. Content analysis covers texts such as oral statements, explanations, written books, magazines, novels, story archives, and nonverbal constructions. The basic process of content analysis is to collect similar data under certain themes and interpret these data by editing them in a way that the reader can understand. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı hayat bilgisi ders kitaplarında kadın imgesini incelemektir. Bu çalışmada, “Türkiye’de hayat bilgisi ders kitaplarının metinlerinde ve görsellerinde kadın/erkek imajında toplumsal cinsiyet rolleri açısından farklılıklar var mıdır” sorusuna cevap aranacaktır. Bu amaç doğrultusunda, ilkokullarda okutulmuş olan hayat bilgisi ders kitapları analiz edilecektir. Ders kitapları, yazılmış oldukları dönemin sosyal, siyasal, ekonomik ve kültürel özelliklerini de taşırlar. Bilgi ve değerler seti olarak toplumun ideolojik ve kültürel yeniden üretimine hizmet eden müfredata göre hazırlanan ders kitapları toplumsal cinsiyet rolleri ile ilgili normların ve kurguların aktarıldığı en önemli araçlardan biridir. Bu nedenle, ders kitaplarının analizi toplumsal cinsiyet kavramı konusunda aktarılan açık ve örtük mesajları deşifre etmek açısından önemlidir. Bu ders kitabının seçilmesindeki temel neden, hayat bilgisi ders kitabının içeriğinin, bireyin toplumsallaşma sürecini ve cinsiyet algısını doğrudan etkileyen konulardan meydana gelmesidir. Bu çalışma nitel bir araştırma desenine sahiptir. Veriler doküman incelemesi yoluyla toplanacak ve içerik analizi kullanılarak çözümlenecektir. Doküman analizi, yazılı belgelerin içeriğini titizlikle ve sistematik olarak analiz etmek için kullanılan bir nitel araştırma yöntemidir. Doküman analizi, basılı ve elektronik materyaller olmak üzere tüm belgeleri incelemek ve değerlendirmek için kullanılan sistemli bir yöntemdir. İçerik analizi, dille inşa edilen sözlü beyanlar, açıklamalar, yazılı kitap, dergi, roman, hikâye arşiv ve sözsüz yapılar gibi metinleri konu edinir. İçerik analizinde temel işlem birbirine benzer verileri belirli temalar altında toplayarak bu verileri okuyucunun anlayabileceği biçimde düzenleyerek yorumlamaktır.
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Azima, Fahrisky, Maria Teodora Ping, and A.K. Amarullah. "Are these texts readable? An Analysis on the Readability Level of English Textbooks for Indonesian High Schools." Borneo Educational Journal (Borju) 5, no. 1 (November 5, 2022): 27–36. http://dx.doi.org/10.24903/bej.v5i1.1095.
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Reading texts or passages from textbooks are commonly used as learning materials in the Indonesian EFL context. This leads to the emergence of readability or reading level analyses for EFL reading materials using conventional formulas which, unfortunately, were originally developed for either English as L1 or L2 context. Moreover, there are alternative readability formulas for EFL materials that are relatively newer yet still underused in the field. Hence, this current descriptive study aimed to address this gap by attempting to analyze the reading texts in three Senior High School English textbook series published by the Ministry of Education and Culture, using formulas measuring the readability level without grade-levelling and using simplified EFL reading materials. In this study, the two specific formulas employed to conduct the readability level analysis were Miyazaki EFL Readability Index and McAlpine EFLAW formula. The results showed that the overall Miyazaki EFL readability score of all reading texts in the 10th, 11th, 12th grade English textbooks was 50, categorized as having a “standard” difficulty. Meanwhile, based on the analysis using McAlpine EFLAW readability formula, the overall readability score was 20.86, which was considered as “very easy to understand”. Eventually, it could be concluded that the two formulas could be conveniently used to analyze the readability level of all the reading texts in the textbook series. Moreover, the texts could be deemed as of “suitable and understandable” level for the intended EFL students in Indonesia.
Keywords:Readability; Texts; Textbooks; Miyazaki EFL formula; McAlpine EFLAW formula
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Antrakusuma, Bayu, Mohammad Masykuri, and Maria Ulfa. "Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 72. http://dx.doi.org/10.20961/ijsascs.v2i1.16682.
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<p class="Abstract">The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.</p>
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Sudarmansyah, Ranu, Dingding Haerudin, and Vinie Novianita. "ANALISIS KESESUAIAN MATERI DENGAN KOMPETENSI PADA BUKU AJAR BAHASA SUNDA “PANGANTEUR BASA SUNDA PIKEUN MURID SD/MI KELAS VIâ€." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 5, no. 1 (June 30, 2021): 528–39. http://dx.doi.org/10.30738/tc.v5i1.9274.
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Textbooks have a very important role in the learning process so there is a need for a conformity between the material in the textbook and the competencies in the curriculum. There had been a lot of research on the quality of textbooks. However, there was still a lack of textbooks at the elementary school level. Therefore, research on Sundanese language textbooks at the elementary school level was needed to measure the conformity of the content and the conformity of the material themes. The purpose of this study was to determine the level of conformity of the descriptions of the materials with core competencies, basic competencies & indicators. The method used in this research was descriptive analysis with literature study techniques. The data source was the textbook Panganteur Basa Sunda with 2013 Curriculum SD/ MI Class VI revised by Kanisius. From the results of the analysis, it was found that the level of conformity of (1) material descriptions with core competencies reached 75%, (2) the conformity level of material with basic competencies reached 91.5% and (3) the level of conformity of material with indicators of the competency achievement reached 85%. Thus, overall Panganteur Basa Sunda book had a good category with the level of conformity of the material with the curriculum reaching 84%. However, the conformity of the teaching instructions with the operational verbs was still lacking (72.8%). Nevertheless, overall this book was suitable to be used in Sundanese language learning in grade VI.
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Lortkipanidze, Irina. "An initial stage of preparation of study material (For the purpose of teaching Russian monologue speech)." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VIII, no. 2 (December 28, 2020): 66–80. http://dx.doi.org/10.22333/ijme.2020.16005.
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This article discusses the preparation of study materials in Russian as a second foreign language in Georgian schools for the purpose of teaching monologue through the inductive method. The development of speaking skills in Russian in Georgian schools is one of the most acute problems due to the fact that Georgian textbooks are traditionally built in grammatical order which hinders the development of speaking skills, and the new requirement of the state standard - to compose teaching and learning materials and textbooks according to the thematic principle becomes only formal. To solve this problem, we offer tips and principles for preparing training materials through consistent teaching of speaking topics. The requirement of the State Standard - to construct the textbook according to the thematic principle - is not easy to meet due to the flexional nature of the Russian language. Based on this problem, this article discusses the ways a) to develop a working scenario for a speaking monologue at class, b) to select new learning speaking items based on the qualitative and quantitative indicators of grammar and vocabulary items, and c) to compile samples of mini-monologues similar to which students are expected to be able to compose after practice.
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Nguyen Thi Huong, Lan, Trang Pham Linh, Trang Nguyen Thu, and Tam Ngo Bang. "Language of evaluation in Primary school textbooks in Singapore and Vietnam (A preliminary investigation into Textbook Grade 2." Journal of Science Educational Science 67, no. 2 (April 2022): 22–28. http://dx.doi.org/10.18173/2354-1075.2022-0019.
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In the two sets of language arts textbooks in Singapore (My pals are here! English 2) and in Vietnam (Chan troi sang tao, Grade 2), there is a pair of reading texts with the same topic about the behavior of the characters. In this article, we adopted the Appraisal Framework (Martin and White, 2005) to analyze the evaluative language used in the two texts. From the analysis, we compared the similarities and differences in the way evaluation is expressed through language. The research findings can not only help textbook writers consider making more suggestions about the materials included in the curriculum, but also help teachers develop teaching materials as well as preparing lesson plans. The ultimate goal is to make contributions to the teaching of the new textbooks more effectively.
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Tajuddin, Shafruddin, Muhammad Kamal Abdul Hakim, and R. A. Barnabas. "Developing Arabic Textbook Material for Junior High School Students." ALSINATUNA 5, no. 2 (September 4, 2020): 130–46. http://dx.doi.org/10.28918/alsinatuna.v5i2.2322.
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This research aims to develop Arabic textbook material for the Junior High School level. It used a research and development approach that involves 10 steps. The research began with a survey to obtain empirical data related to the Arabic language learning in Junior High School. It found that (1) the competency standard concerning the application of linguistic elements that must be mastered by students was not clearly formulated; it was only a global formula included at the end of each main competencies and basic competencies determined by the Ministry of Religious Affairs in each semester in each class level. (2) The textbook authors depend much on their individual knowledge which tends to differ from one author to another. In this case, the main problem of language material is related to the lack of attention from the author in compiling textbooks systematically in accordance with the principles of gradation. This problem has helped create the impression that Arabic language is difficult to learn. (3) The textbooks developed in this study used linguistic materials that were arranged in stages with Transformational Grammar theory. This developmental study of linguistic material is a new model in developing textbooks.
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Mun, Dayul, Haeyoung Won, and So San Kang. "The Study on Direction of Development of Self-study Business Korean Textbook for Japanese Officers." Korean Society of Culture and Convergence 44, no. 11 (November 30, 2022): 977–91. http://dx.doi.org/10.33645/cnc.2022.11.44.11.977.
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The purpose of this paper is to search the direction of the development of self-study business Korean textbooks for Japanese officers. In many cases, Japanese officers have to learn Korean, the language of their trading partner, on their own for work efficiency. However, textbooks for them are significantly lacking. We suggested the development direction of self-study business textbooks as follows. First, a B5 size textbook is suitable for self-study learner. Second, visual materials such as photos and illustrations should be used and Japanese explanations should be added to help learners understand the contents. Third, realistic pronunciations should be presented and the appendix for supplementary explanations should be actively used. Fourth, self-evaluation should be conducted for each unit so that learners can check their own learning. Fifth, Korea's diverse corporate culture should be introduced. And we present the contents of the self-study business textbook for Japanese according to the direction of development.
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Ohyama, Masamitsu. "Development of Teaching Materials for Teachers about Small Astronomical Telescopes." EPJ Web of Conferences 200 (2019): 01006. http://dx.doi.org/10.1051/epjconf/201920001006.
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Textbooks used in elementary and junior high schools must be written based on the Courses of Study in Japan. Science textbooks show observation of the moon and the sun using a small astronomical telescope. However, most in-service teachers have never used an astronomical telescope. Teachers have to use it safely to secure the safety of pupils, students, and teachers. I examined wrong and unsafe acts while in-service teachers and students assembled astronomical telescopes. Then I developed digital teaching materials for teachers including risks caused by wrong acts.
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Dumbrăveanu, Laura. "From the perception of science to the design of teaching materials." Journal of Science Communication 06, no. 03 (September 20, 2007): C07. http://dx.doi.org/10.22323/2.06030307.
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To design teaching materials starting from the subject matter in Science field, from the contents of textbooks or by studying the syllabuses are regular practices within schools. The SEDEC project proposes concrete and innovative modalities of conceiving teaching materials starting from teachers perception of science and by talking with them about their ideas and needs regarding teaching Science. A deep discussion of the relationships between science education and European citizenship has been another important ingredient of this new process of didactic design.
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Shavtvaladze, Nana. "Linguistic formulas - a priority of modern teaching "In the universe of grammar I"." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 147–51. http://dx.doi.org/10.22333/ijme.2021.190017.
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We have the variety of forms, ways, methods, strategies of teaching in the 21st century. It`s important to achieve the goal, to gain the result, to perceive the given materials. Everyone is free to choose any ways from the given approaches. Most of the textbooks are dedicated to English language. English is dominated worldwide and it`s not only foreign language but a second language as well in many countries. There are different visions and approaches in teaching a language as a foreign or as a second one. Textbooks are mades based on the four skills: reading, writing, speaking, listening. Demand of Georgian as a foreign language has increased. Many philologists have occupied themselves with teaching Georgian as a Foreign language. Plus, they have means of teaching, once there are many textbooks already created, especially for the beginner levels. Online teaching has also increased these demands. Every author forms his/her own style, approach and vision when creating a textbook. In my opinion, it`s important to first calculate the common methodical view from the beginning to the end and only then start working on the new textbook. This kind of approach helps instructor gain the results and consistent logical motion is encouraging hopeful for the student.
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Seifert, Susanne. "Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade." Technology, Knowledge and Learning 26, no. 2 (January 19, 2021): 383–405. http://dx.doi.org/10.1007/s10758-021-09490-w.
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AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.
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Rodríguez Rodríguez, Jesús, Denébola Álvarez-Seoane, Víctor Arufe-Giráldez, Rubén Navarro-Patón, and Alberto Sanmiguel-Rodríguez. "Textbooks and Learning Materials in Physical Education in the International Context: Literature Review." International Journal of Environmental Research and Public Health 19, no. 12 (June 12, 2022): 7206. http://dx.doi.org/10.3390/ijerph19127206.
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This paper presents a review of the research carried out internationally in recent years regarding textbooks, teaching materials, and the field of physical education. The objectives to which this article aims are as follows: To offer a compilation of current research papers published in the Scopus, Web of Science, and Dialnet databases and to provide a classification of the research lines undertaken on the subject. The information used is based on a review of studies listed in Scopus, Web of Science, and Dialnet. For this, a systematic review was carried out with the terms: “curricular resources”, “didactic materials”, “digital resources”, “educational resource”, “physical education”, and “textbooks”, allowing the selection of original articles, which included information on this line of research. For the literature review, only articles that presented scientific evidence were used, discarding merely descriptive articles or didactic experiences that were not investigated with the scientific protocol. A total of 589 articles were found, although after applying the review’s inclusion criteria, they were reduced to 54 articles. The investigations do not follow a common protocol and the researchers address multiple objectives in them, highlighting the studies on the implicit ideological discourse in the images of physical education textbooks. The results reveal a diversity of research, in particular, studies involving ideological discourse. Insofar as methodology, content analysis of textbooks and materials was the most common approach.
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Hartati, Tri Asih Wahyu, and Dini Safitri. "The Respon of IKIP BUDI UTOMO Students Toward The Instructional Book of Cell Biology Subject Aided by Interactive Multimedia." Jurnal Pendidikan Biologi Indonesia 3, no. 2 (July 15, 2017): 166. http://dx.doi.org/10.22219/jpbi.v3i2.4037.
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The development of Science and Technology (Science and Technology) takes place very rapidly. The development of science and technology will impact on graduate competency changes desired by the industry. This change of course will be followed by updating the curriculum, learning resources and teaching materials are used, one of them teaching materials on the subjects of Cell Biology. In the course of Cell Biology, the students only take textbooks without the support of interactive multimedia. Good teaching materials is the teaching materials arranged in a systematic, according to the needs and character of students, as well as validated by the teaching materials. The purpose of this study was to determine response students Biology Education IKIP Budi Utomo against Cell Biology course textbook aided interactive multimedia. The development method used is the 4D model consisting of stages define, design, develop, and disseminate. This study is limited to the stages develop. Legibility test results showed that students responded well teaching materials and provide proper assessment of the teaching materials.
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Darmayanti, Ni Wayan Sri, Ni Nengah Persi, and I. Wayan Tarpa. "ANALISIS ASPEK KETERAMPILAN PROSES SAINS PADA BUKU TEKS SISWA “IPA UNTUK SD DAN MI KELAS IV”." ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika 8, no. 2 (November 10, 2022): 260. http://dx.doi.org/10.31764/orbita.v8i2.11197.
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ABSTRAKRiset ini merupakan penelitian yang mendeskripsikan tentang sajian Aspek Keterampilan Proses Sains dasar yang terdapat pada buku teks siswa IPA untuk Kelas IV SD yang digunakan pada SDN 1 Cempaga, Bangli. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kuantitatif (menghitung). Dalam penelitian ini, buku teks siswa IPA untuk Kelas IV SD yang digunakan sebagai bahan kajian dan sumber data objek penelitian. Instrument (rubric) yang digunakan dalam melakukan kajian pada buku ini, yaitu menggunakan system chek-list. Tujuan dilakukannya chek-list untuk memperoleh data yang valid dan jelas, berdasarkan aspek keterampilan proses sains dasar yang tertuang di dalam buku teks siswa IPA untuk Kelas IV SD. Teknik pengumpulan data pada penelitian ini mengkaji study dokumentasi, dengan data berupa buku teks siswa IPA untuk Kelas IV SD. Data yang ditelaah pada objek penelitian, diberikan chek-list di setiap aspek keterampilan proses sains dasar yang tersaji pada buku teks. Data diolah, dengan menghitung persentase pada sajian buku yang telah memfasilitasi aspek keterampilan proses sains pada buku teks siswa IPA untuk Kelas IV SD. Dari hasil analisis, ditunjukan sebanyak 95,16% dengan kategori sangat memfasilitasi. Namun dari keseluruhan, aspek mengamati paling mendominasi sebanyak 287 kegiatan, dan yang paling sedikit adalah kegiatan menyimpulkan sebanyak 29 kegiatan. Secara keseluruhan, buku teks siswa IPA untuk Kelas IV SD sudah menyajikan dan memfasilitasi materi dan kegiatan aspek keterampilan proses sains dasar untuk siswa. Kata kunci: analisis; keterampilan proses; buku IPA. ABSTRACTThis research is a study that describes the presentation of the basic Science Process Skills Aspects contained in the science textbooks for fourth grade elementary students used at SDN 1 Cempaga, Bangli. This research is a descriptive study using a quantitative approach (counting). In this study, science textbooks for fourth grade elementary school students were used as study materials and data sources for the research object. The instrument (rubric) used in conducting the study in this book is a check-list system. The purpose of the check-list is to obtain valid and clear data, based on aspects of basic science process skills contained in science textbooks for fourth grade elementary school students. The data collection technique in this study examines the study documentation, with data in the form of science textbooks for students in the fourth grade of elementary school. The data analyzed on the object of research is given a check-list in every aspect of the basic science process skills presented in the textbook. The data is processed, by calculating the percentage in the presentation of books that have facilitated aspects of science process skills in science textbooks for fourth grade elementary school students. From the results of the analysis, it was shown that 95.16% were in the very facilitating category. However, from the overall aspect, observing the most dominated as many as 287 activities, and the least was concluding activities as many as 29 activities. Overall, the science textbooks for Grade IV Elementary School students have presented and facilitated materials and activities for the basic science process skills aspects for students. Keywords: analysis; process skills; science books.
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Savage, Corey, Nicolas Hübner, Martin Biewen, Benjamin Nagengast, and Morgan S. Polikoff. "Social Studies Textbook Effects: Evidence From Texas." AERA Open 7 (January 2021): 233285842199234. http://dx.doi.org/10.1177/2332858421992345.
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Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences approach with district-level administrative data and estimate the effects of adopting a state-approved textbook on social studies achievement. We find no evidence of a practically meaningful adoption effect. We conclude by highlighting the need for further high-quality research in this often-overlooked school subject area.
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Kulm, Gerald. "Making Sure That Your Mathematics Curriculum Meets Standards." Mathematics Teaching in the Middle School 4, no. 8 (May 1999): 536–41. http://dx.doi.org/10.5951/mtms.4.8.0536.
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Mathematics curriculum materials have come under heavy criticism in the wake of the results of the Third International Mathematics and Science Study (TIMSS). According to the TIMSS analysis, the mathematics curriculum has been characterized as splintered and unfocused, and United States mathematics textbooks have been described as “a mile wide and an inch deep” (Schmidt, McKnight, and Raizen 1996). Meanwhile, the National Science Foundation has funded the development of new mathematics materials that are designed to align with national standards (NCTM 1989) and to address the perception that current textbooks need improvement. These new materials are now becoming available through commercial publishers.
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Hillman, Angela R., Anna R. Brooks, Marcus Barr, and Jesse Strycker. "Evaluation of Open Educational Resources for an Introductory Exercise Science Course." International Review of Research in Open and Distributed Learning 22, no. 2 (January 25, 2021): 72–86. http://dx.doi.org/10.19173/irrodl.v22i2.5028.
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While open educational resources (OER) have gained popularity, nearly three quarters of faculty are not aware they are available for use. However, when used, they are well received and do not negatively impact quality of learning. OER can be used within a variety of platforms, including software that aims to be more interactive and engage students in active learning and assessment. One such platform is Top Hat, which was used by the authors of this study to develop a textbook for an introductory exercise science course. We assessed student’s perceptions of Top Hat and barriers to use for reading their textbook and for class assessments over the course of two years. A total of 486 students were registered for this course. Although two thirds of students had previous experience with Top Hat and half of those used the textbook feature, students (n = 39, 38%) were apprehensive about reading their textbook online via Top Hat. However, these feelings resolved as students became comfortable with the platform’s features. Nearly 80% of students have sometimes or never acquired their textbooks before the start of the semester, despite 96% who expressed the importance of having their materials accessible online and available on or before the first day of the course. This indicated that students understood the importance of having their materials for the start of the semester, however they perceived the barriers of purchasing books to be greater. Therefore, using OER and Top Hat removed student learning barriers and had potential to increase course participation and success.
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Chang, Heejin, and Scott Windeatt. "Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course." International Journal of Mobile and Blended Learning 13, no. 2 (April 2021): 73–95. http://dx.doi.org/10.4018/ijmbl.2021040105.
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This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.