Journal articles on the topic 'School textbooks'
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1
Hidayati, Irma, Abdullah ,, and Mustafa Sabri. "IDENTIFIKASI MISKONSEPSI SISTEM SARAF PADA BUKU TEKS BIOLOGI KELAS XI." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 3, no. 1 (January 31, 2017): 39. http://dx.doi.org/10.22373/biotik.v3i1.990.
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This study entitled “Identifying the misconceptions in nervous system in12th Grade of biology textbook†aims to identify misconception on biology textbooks’ about nervous system. The method of the research was descriptive. The objects of the research were 7 of biology textbooks for grade xi published within the last 5 years. The national education regulation no. 1 year 2011, 4 january 2011 states that the textbook used at school should be at least in the last 5 years. The instrument used were observation sheet to compare the concept of the investigated book to the foreign source textbook as guidance. The results showed that there were misconceptions in the material of nerve system contained in 7 textbooks investigated, they were in the concept of structure and function of nervous, impuls, central nervous system and peripheral nervous system.
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Um, Tae Bong. "Why do Japanese Textbook Issue Occur Continuously?: Focusing on the ‘Structure of Textbook Issue’." Sungshin Women's University Center for East Asian Studies 29, no. 2 (August 31, 2023): 125–52. http://dx.doi.org/10.56022/ceas.2023.29.2.125.
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The purpose of this study is to examine why textbook issue in Japan have continuously occurred by analyzing the ‘structure of textbook issue’ composed of ‘multiplicity’, ‘diversity’, and ‘simultaneity’. Since the textbook issue occurred in 1982, these elements of the textbook issue such as ‘multiplicity’, ‘diversity’, and ‘simultaneity’ have appeared. First, ‘multiplicity’ has appeared as the textbook writing standards became a problem together with the contents of the textbook since the 2008 revision. Second, ‘diversity’ began with high school social studies textbooks, and since then, it has been expanded to middle and elementary school social studies textbooks. Third, several textbooks related to various social studies subjects caused textbook issue at the same time in middle and high schools and the number of grades using controversial textbooks has increased in elementary schools. In this way, the structure of textbook issue was formed through ‘multiplicity’, ‘diversity’, and ‘simultaneity’, and the ‘structure’ was gradually strengthened. In turn, this structure has continuously triggered textbook issue.
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Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (December 1, 2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.
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Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.
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Ulusoy, Fadime, and Lütfi İncikabı. "Middle School Teachers' Use of Compulsory Textbooks in Instruction of Mathematics." International Journal for Mathematics Teaching and Learning 21, no. 1 (September 20, 2020): 1–18. http://dx.doi.org/10.4256/ijmtl.v21i1.227.
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This study investigates how a sample of middle school mathematics teachers interpret and use compulsory textbooks in the Turkish classroom context based on their: (i) purposes of using textbooks; (ii) frequency and duration of using textbooks; (iii) approaches to using textbooks; and (iv) preferences concerning an ideal mathematics textbook. The research was carried out using the case study model. Data were collected from 17 middle school teachers in six public schools via semi-structured interviews and classroom observations. A content analysis approach was applied to analyse the data collected from the questionnaire completed by the participants. The results indicated that the teachers used textbooks for both pedagogic purposes and giving student assignments. The teachers revealed varied approaches to using textbooks, including adherence, elaboration, and creation with most of them using an elaboration approach. The teachers commonly used textbooks in whole-class activities rather than individual and group work. The findings also indicated that teachers criticized compulsory textbooks from various aspects when describing an ideal mathematics textbook. This study shows the necessity for further studies that focus on teachers' textbook design capacity to explore the relationships between teachers and textbooks and that examine the role of using different textbooks in the learning process.
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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (January 7, 2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.
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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and fi nancial competition on the textbook market. Its intention is also to clarify the idea of didactic transformation of the art history contents from the challenging scientifi c texts to a form suitable for secondary school students who are textbooks’ main target audience.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (September 1, 2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.
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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Bukagile, Godfrey, and Coletha Ngirwa. "Factors Influencing the Electronic Textbooks Adoption in Tanzanian High Schools." Asian Journal of Education and Social Studies 48, no. 2 (August 10, 2023): 46–54. http://dx.doi.org/10.9734/ajess/2023/v48i21063.
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Aim: Despite the availability of electronic textbooks via mobile device applications in Tanzania, students in high schools are still adopting them slowly for their day-to-day studies. From the literature reviewed, no study has examined the influencing factors for adopting e-textbooks at this level of education in Tanzania. Therefore, this study, in particular, fills that gap by extending the UTAUT model's key constructs of Effort Expectancy, Social Influence, and Facilitating Conditions to include the type of school (private or public) as a new moderating variable in predicting the adoption of electronic textbooks in Tanzania.
Methodology: The study employed survey research designs and strategies to collect data via questionnaires from 370 respondents using simple, stratified, proportional random sampling procedures. To test the validity, publishing and research professionals were consulted. For instrument reliability, a Cronbach value from 0.858 to 0.863 was achieved. A 0.05 threshold of significance was applied to evaluate the study hypotheses.
Findings: Effort Expectancy (.506 (95% CI:.404,.607)), Social Influence (.129 (95% CI:.046,.212), and Facilitating Conditions (.273 (95% CI:.167,.379) significantly and positively influenced the adoption of e-textbooks. The type of school negatively moderated the relationship between Facilitating Conditions and BI to electronic textbook adoption (-.211 (95% CI: -.361 to -.061)). Through the multi-regression technique, the interactions revealed differences in private and public-school students’ BI towards e-textbook adoption, where private scholars signify more effect than public schools. In particular, this study's findings are a stepping stone for students, teachers, app developers, e-textbook publishers, school administration, and policymakers to adopt electronic textbooks.
Recommendation: With these findings, the government, school administration, and e-textbook developers should improve the e-textbook adoption infrastructure and distribution by providing user-friendly platforms and services that effortlessly and quickly fulfil the expectations of high school students.
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Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, Marília Santos Andrade, Gustavo De Conti Teixeira Costa, Beat Knechtle, Pantelis T. Nikolaidis, and Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS." Revista Brasileira de Medicina do Esporte 28, no. 4 (August 2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.
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ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.
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Novianti, Pipit, and Evi Karlina Ambarwati. "A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 1 (June 30, 2023): 12. http://dx.doi.org/10.33394/jo-elt.v10i1.6972.
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Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words” for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.
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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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HAO, YUANXIANG, and Jimin Kim. "Analysis of the Structure in Technology Textbooks for the 1st grade of General High School in China." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (November 15, 2023): 277–94. http://dx.doi.org/10.22251/jlcci.2023.23.21.277.
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Objectives The purpose of this study is to figure out the actual situation of the amount of learning, emphasis, teaching content, and teaching strategies of the required content of the general high school technology education courses in China by analyzing Chinese 2017 revised general high school first-grade technology textbooks.
Methods In this study, the external and internal structures of textbooks were analyzed using the content analysis method and the descriptive research method. In the external structure of the textbooks, the layout, the total num-ber of pages in a large unit, and the number of illustrations were analyzed, and in the internal structure, the struc-ture of the content organization of each unit of the textbooks, the fields of content composition, and the weight of each field were analyzed.
Results Chinese 2017 revised general high school first-grade technology textbooks were analyzed and evaluated for their external structure (the layout, the total number of pages in a large unit, and the number of illustrations) and internal structure (the structure of the content organization of each unit, the field of content composition, and the weight of each field). Finally, by comparing Chinese 2017 revised first-grade general high school technology textbooks with Korean 2015 revised general high school technology textbook, insights are drawn from the fea-tures that Korean technology textbook itself does not possess.
Conclusions First, Chinese 2017 revised general high school first-grade technology textbooks, as compulsory textbooks, has achieved positive results in terms of facilitating school use and management, guaranteeing teach-ers' professionalism and learners' right to quality learning, and conforming to the orientation of the high school credit system. Second, in order to cultivate technological competence, the core strength of future human re-sources required by the Fourth Industrial Revolution and the hyper-connected society, the amount of learning content in Chinese 2017 revised first-grade general high school technology textbooks is about two times more than that in Korean general high school technology textbook. Third, most of Chinese 2017 revised first-grade technology textbooks are developed through the process of “large unit introduction, medium unit introduction, small unit (introduction, deployment, and organization), medium unit organization, and large unit organization”. Fourth, in Chinese 2017 revised first-grade technology textbooks for general high schools, the main organizing factor of the teaching content is design technology (drawing technology, model making), which focuses on the design of technological products.
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Amelia, Netty, Kiromim Baroroh, and Zamroni . "Feasibility Analysis of State High School Economics Textbooks in North Hulu Sungai District, South Kalimantan." International Journal of Research and Review 11, no. 7 (July 25, 2024): 290–309. http://dx.doi.org/10.52403/ijrr.20240731.
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Education is one the efforts to advance the nation. Therefore, it is necessary to improve the quality of education, one of which is by improving the quality of the textbooks used in schools. Textbooks are a mandatory reference as regulated in Article 1 paragraph (3) of the Regulation of the Minister of National Education Number 2 of 2008. Experts and educators have long paid attention to the quality of textbooks. Economic textbooks as part of science and social studies subjects have received a lot of criticism both for their content and structure. Economic textbooks are cinsidered to have a lack of accurate information. According to the National Education Standards Agency (BNSP) there are 4 aspects of eligibility for textbooks, namely content feasibility, language eligibility, presentation feasibility and graphic feasibility. The purpose of this study was to analyze the feasibility of textbooks for economics lessons at State Senior High Schools in North Hulu Sungai Regency, South Kalimantan. The research method content analysis. This study used primary data sources and secondary data sources. The data collection technique used in this study is the documentation technique. Meanwhile, the analysis of the data used in this study was descriptive quantitative. The results found that in terms of content feasibility, Class XII State High School Economics Textbooks published by CP were categorized as quite feasible with a percentage of 58.9%. In terms of feasibility of presentation, the Class XII State High School Economics Textbook published by CP is categorized as quite feasible with a percentage of 57.5%. In terms of language feasibility, Class XII State High School Economics Textbooks published by CP are categorized as very feasible with a percentage of 87.3%. In terms of graphic feasibility, the Class XII State High School Economics Textbook published by CP is categorized as very decent with a percentage of 92.0%. Keywords: Education, Quality, Textbooks, Economics, Feasibility.
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Shevchuk, Krystyna. "Features of Textbook Analysis for Primary School." Problems of Education, no. 1(98) (June 27, 2023): 173–92. http://dx.doi.org/10.52256/2710-3986.1-98.2023.11.
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The article reflects the principles and methods of studying a textbook for elementary school, identifies the main directions of its analysis from the point of view of historical and pedagogical science. Particular attention is paid to interdisciplinary research of the school textbook as a constructor and as a product of culture. The textbook is considered as a backbone factor of educational processes. In this regard, there is a need for examination of modern textbooks. Taking into account the fact that the competence content of education passes through all educational subjects, the newly created textbooks should not only provide children with a certain amount of educational information, but also form necessary competences in the language and fundamentals of science, entrepreneurship, financial and digital literacy, the ability to work in a team, to counter any discrimination, etc., which are considered equally important – that a necessary foundation for lifelong learning.
The need to create new textbooks for primary school is today's social order. An integral component of the selection of textbooks is conducting an examination by teachers, methodologists, scientific, scientific-pedagogical workers in order to determine the textbook that is needed for a modern student. The analysis of the textbook is necessary for the implementation of a thorough scientific and pedagogical analysis of the content of the textbook and the provision of reasoned recommendations for improving its quality. Therefore, the analysis of textbooks for primary school contributes to their effective use.
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Vojíř, Karel, and Martin Rusek. "PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS." Journal of Baltic Science Education 20, no. 2 (April 5, 2021): 316–31. http://dx.doi.org/10.33225/jbse/21.20.316.
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The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers’ perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers’ perception of textbooks, potential limits were identified in implementing innovations in (chemical) education. Keywords: chemistry textbooks, lower-secondary school science education, teachers' teaching conception
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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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Choi, Sook-ki. "A Study on the Evaluation and Selection of Korean Language arts Textbooks of In-service Korean Language Teacher." Korean Journal of Teacher Education 39, no. 4 (July 31, 2023): 279–301. http://dx.doi.org/10.14333/kjte.2023.39.4.11.
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Purpose: The purpose is to find problems derived from the elements and selection process and waysto improve them. Considering that the 2022 revised Korean language curriculum has further expandedthe type and number of high school elective courses in preparation for the high school credit systemin preparation for the 2015 revised curriculum.
Methods: For this purpose, this study conducted Focus Group Interviews (FGIs) with 9 Koreanlanguage teachers who had participated in the evaluation and selection of Korean language textbooksin unit schools based on the revised 2015 Korean language curriculum.
Results: 1) Korean language teachers mainly adopted the “overall textbook evaluation approach” dueto the high burden of evaluation in the process of selecting and evaluating Korean language textbooks. 2) Variables influencing the evaluation and selection process of Korean language textbooks included “appropriate sanctions”, “adequate amount of learning content”, “various teaching and learning activitiesand availability of supplementary materials”, as well as “authors and publishers”. 3) The primaryproblems identified in the selection and evaluation of Korean language textbooks under the verificationand approval system were the excessive amount of textbooks to be evaluated, resulting in “excessivecontent and insufficient evaluation time”, and the emergence of “complex and abstract textbookevaluation criteria”.
Conclusion: Proposed solutions to address these issues include “securing evaluation time andsimplifying procedures” and “providing and utilizing objective textbook information for each publisher”.
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Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (May 8, 2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.
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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia.
Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation.
Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues.
Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning.
Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.
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Ji, Suhan. "A Comparative Study of Chinese High School Multimodal English Textbooks under the "Double Reduction" Policy." Journal of Education, Humanities and Social Sciences 35 (July 4, 2024): 792–99. http://dx.doi.org/10.54097/y9972q80.
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High school English textbooks play a pivotal role in the English learning effectiveness of high school students. Following the implementation of the "Double Reduction" policy in Mainland China in 2021, there have been significant changes in the English learning approaches of high school students, necessitating adjustments in the content of English textbooks. This study selected two widely used high school English textbooks published by the Foreign Language Teaching and Research Press, specifically the English (New Standard) (Volume 1, 2004 edition) and the General Senior High School English Textbook (Volume 1, 2022 edition). Based on the theory of visual grammar, a multimodal comparative analysis was conducted. The findings suggest that the latter is more suitable for first-year students in high schools after "Double Reduction". The former requires improvements in content difficulty, learning objectives, intercultural communication, and media technology utilization. This research offers insights for textbook compilation and enhancement, recommending an emphasis on the practical arrangement of English knowledge and the cultivation of students' intercultural competencies.
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (January 2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.
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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Dwi Jayanti, Widuri Indah, Maya Ulyani, and Surono Surono. "Textbook Evaluation for The Eleventh Grade of Vocational High School." Journal Research of Social, Science, Economics, and Management 1, no. 3 (October 28, 2021): 316–32. http://dx.doi.org/10.36418/jrssem.v1i3.20.
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This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Dwi Jayanti, Widuri Indah, Maya Ulyani, and Surono Surono. "Textbook Evaluation for The Eleventh Grade of Vocational High School." Journal Research of Social Science, Economics, and Management 1, no. 3 (October 28, 2021): 316–32. http://dx.doi.org/10.59141/jrssem.v1i3.20.
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This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (December 30, 2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.
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This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.
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Safonov, Yuriy, Ievgen Bazhenkov, and Svitlana Zaiets. "PUBLISHING SCHOOL TEXTBOOKS: INTERNATIONAL POLICY AND PRACTICAL SCENARIOS." Baltic Journal of Economic Studies 9, no. 2 (May 23, 2023): 172–80. http://dx.doi.org/10.30525/2256-0742/2023-9-2-172-180.
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The article presents the factors of the international policy of publication and provision of school textbooks at the national, regional and local levels in the context of modern requirements for the quality of education. Such research methods as analytical review, comparison, analysis, generalization, interpretation, synthesis were used. An analysis of existing problems and possible ways of improving the quality and objectivity of the system of textbook provision was carried out. The scientific and methodological approaches and practical recommendations of international organizations on the formation of textbook publishing policy, the role of central authorities, local self-government, private organizations, the public and parents of students in the financing, development and distribution of textbooks are considered. The peculiarities of textbook publishing in countries working with the system of centralized state publication, state approval of a list of textbooks by choice, mixed system and open market are analyzed. The similarities and differences of the main changes over the last 20-30 years in the position of countries regarding textbooks (with an emphasis on leading Asian countries) are identified in terms of types of policies, processes of approval and control of production, distribution of textbooks, priorities in providing students with textbooks. The analysis confirmed that in most countries there is a change in the role of central and local self-government, the private sector, parents and the public in the development and distribution of textbooks, as well as the interaction of subjects of educational book publishing. Recommendations for improving the process of textbook publishing have been developed based on the experience of the outlined work in the countries of the world.
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Wulandari, Sintya, and Hendi Hidayat. "THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 2 (December 10, 2020): 185–201. http://dx.doi.org/10.33373/as.v11i2.2813.
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The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright an English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks.
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Stakhiv, Maria. "E-textbooks for Ukrainian school: problems of preparing." Proceedings of Vasyl Stefanyk National Scientific Library of Ukraine in Lviv, no. 11(27) (2019): 169–80. http://dx.doi.org/10.37222/2524-0315-2019-11(27)-10.
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The article deals with the effectiveness of electronic textbooks in Ukrainian schools, the understanding of the concept of «electronic textbook» in Ukrainian legislation governing publishing. The article analyses basic principles of creating electronic textbooks on three platform: Bristar, Розумники and MozaWeb. The problems of creating electronic textbooks for elementary school have been highlighted. The prospects for further research and the possibility of using electronic textbooks in the educational process have been described. It has been emphasized that the perception of the term «e-book» has changed. Previously, this term was understood as the device which the reading was carried out, now an e-book is a content that requires playback by individual devices. The multimedia educational publications created in the framework of the experiment of introducing the electronic textbook and the electronic platform and their compliance with the Regulations on the electronic textbook are analyzed. Summarizing our analysis, we can highlight that non-compliance with the Regulations has been identified, such as insufficient playback of products on different operating systems, non-unified design between parts of the publication that are interactive, and content of the print edition that created the electronic version. Some editions which are recommended by the Ministry of Education and Science are difficult to buy for later use, and some of them are only available in the demo version. Keywords: e-learning publication, e-textbook, New Ukrainian School, e-textbook, interactive textbook, multimedia content.
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Hajdin, Goran, and Blaženka Divjak. "Use of Informatics Textbooks in School Classroom." Journal of information and organizational sciences 40, no. 1 (June 16, 2016): 21–44. http://dx.doi.org/10.31341/jios.40.1.2.
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Textbooks are an integral part of school classroom teaching. Their use has been researched for the past few decades with a focus on a wide variety of aspects. This paper is focused on the published literature relative to textbooks with a special focus on the pedagogical use of textbooks within school classroom of informatics. Sixty two papers of various topics related to textbooks have been analyzed. The focus was placed on a) identifying the most influential papers related to textbooks where we identified nine key papers; b) prevailing topics in research papers related to informatics’ textbooks where analysis showed that most papers related to textbooks and informatics are focused on textbook content; c) identifying which topics have been researched in other fields related to use of textbooks but have not been so far included in surveys related to informatics subject, where we identified five main categories of topics researched in other fields.
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Yahya, Deborah Oreoluwa, and Solomon Temitope Adebola. "Availability of Activities and Appropriateness of Graphical Illustrations in Recommended Economics Textbooks for Senior Secondary School Students." International Journal on Social and Education Sciences 1, no. 2 (September 20, 2019): 73–77. http://dx.doi.org/10.46328/ijonses.16.
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The study examined the availability of specified activities for teachers and students in the recommended Economics textbooks and also examined the level of appropriateness of graphical illustrations in the recommended Economics textbooks. The study adopted a descriptive survey research design. The population for the study comprised the 14 recommended Economics textbooks by the Ministry of Education in Ogun State senior secondary schools. Four Economics textbooks among those recommended were selected for the study using simple random sampling technique. One research instrument titled Economics “Textbook Assessment Checklist (ETAC)” was used to elicit information on the availability of activities and appropriateness of graphical illustrations in Economics textbooks. The data were analyzed using frequency count and percentages. The result showed that among the recommended textbooks, only Textbook B (New Approach Economics) had the specified activities for teachers and students. The result further showed the level of appropriateness of Textbook D (78%), Textbook B (67%), Textbook C (64%) to be high while Textbook A (42%) was moderate. The study concluded that the specified learning activities were not available in all the textbooks and that the appropriateness of the graphical illustrations in the textbooks were between high and moderate level.
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VASYLKIVSKA, NADIIA. "MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 153–61. http://dx.doi.org/10.25128/2415-3605.21.1.19.
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The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out considering the following components of the motivational function of the primary school textbooks: the emotional content of educational materials, the ways of its didactic organization, the design of the textbooks. Analyzing the content of the textbooks, the author has taken into account the cognitive interests of young learners and the content characteristics of the materials. Considering the cognitive interests of students means that the textbook contains interesting cognitive materials, various literary genres, topics important for third-graders. The analysis of the subject content with the most interesting information for young learners draws attention to the presence of developmental texts (scientific facts in biology, geography, history, ecology, Ukrainian language, etc.) real life situations, facts from today’s reality; local lore materials; folk works; interesting tasks; famous people’s quotations; elements of humor etc. The presence of various literary genres in the textbook (articles, stories, poems, fairy tales, legends, songs, works of small folklore forms, etc.) has been analyzed. Topics significant for third-graders (changes in natural world, history of the local area, human relationships, stories about famous people, scientific travels, discoveries, life abroad, children’s dreams and hobbies, healthy lifestyle etc) have been analyzed. The author also takes into consideration semantic characteristics of the materials (value, accessibility, curiosity, emotionality). The analysis of the ways of didactic organization of educational materials takes into account the availability of practical tasks, didactic games, tasks involving emotional and evaluative activities, developmental tools, interactive teaching methods, the way of presenting the materials. The design of the textbook has been analyzed in terms of keeping to hygienic requirements, aesthetic and didactic criteria of the decoration. The research has contributed to identifying new possible problems that deserve special study, in particular, the problem of application of emotional and artistic materials in textbooks.
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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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Zhou, Honghui, and Wenqi Zeng. "A Pragmatic Study on Primary School English Textbooks in Mainland China." Advances in Social Development and Education Research 1, no. 1 (December 1, 2023): 93. http://dx.doi.org/10.61935/asder.1.1.2023.p93.
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English pragmatic competence in primary schools of mainland China has received increasing attention and the related issues have become popular research topics, but most former studies are limited to classroom teaching and particularly few on English textbooks of primary school. This study makes a pragmatic evaluation on the current primary school English textbooks in mainland China by taking a set of popular textbooks as an example. Adopting Cooperative Principle as theoretical frame, it mainly investigates and analyzes the conversational interactions in the textbooks, and the statistics shows that the textbooks generally conform to Grice’s “idealized communication model”, but there still exist many “odd” utterances which violate the maxims of Cooperative Principle, especially the Q-maxim and the M-maxim, while do not produce any conversational implicature in Grice’s sense. It thus concludes the pragmatic features of the textbook as “low naturalness”, “singularity in type” and “weak culturality”. This study is expected to act as a move for further research in this domain and a call on further improving the pragmaticity of primary school English textbooks in mainland China.
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Kim, Ki-Hwan, and Dong-won Lee. "Exploring Elementary School Teachers’ Selection Process for Social Studies Textbooks: A Contradiction between Standards and Reality." Institute for Education and Research Gyeongin National University of Education 43, no. 4 (December 31, 2023): 67–83. http://dx.doi.org/10.25020/je.2023.43.4.67.
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This study sought to understand the gap between the ideal selection criteria and the reality of selection by exploring the selection process of elementary school teachers and to seek alternatives to the realistic selection criteria. The following research results could be derived through questionnaires and FGI interviews with 62 students from 90 elementary schools in Incheon. First, the standard for selecting certified textbooks for elementary school teachers was almost the same as the example standard presented in the manual of the Ministry of Education. Second, apart from the standard proposal for selecting certified textbooks, there was a tendency to prioritize adopted textbooks based on individual teachers’ subjective standards. Third, the Textbook Selection Committee was hurt by receiving negative feedback from fellow teachers about their choices during the textbook selection process. The task became more difficult and stressful, offering fewer rewards in the process of selecting textbooks. Fourth, the proposal for an alternative test textbook standard was presented, encompassing a total of eight questions in three areas: appropriateness, diversity, and usefulness.
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Fatmawati, Fatmawati, Leonardus Par, Yosefina Rosdiana Su, Ely Heldydiana Selamat, and Indawati Nur Mahir. "Gender Representation in EFL Textbooks in Indonesia." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 12, no. 1 (June 30, 2022): 19. http://dx.doi.org/10.26714/lensa.12.1.2022.19-32.
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Analysing gender issues in the teaching materials in the textbook is crucial as students' way of perceiving gender in their daily lives might be shaped by what they have learned at school. This research concerns analysing how gender representation in two EFL textbooks utilized in Indonesian secondary schools, Pathway to English for SMA/MA grade, later called textbook 1 in this study and Forward an English Course for Vocational School Students Grade VII, which was later called textbook 2. Both were published by Erlangga. The theory of personal characters proposed by (Brugeilles and Sylvie, 2009) was used as the basis theory in this study. Employing mixed-method research approaches, the researchers analysed how visuals in both textbooks portrayed gender representation by focusing on the frequency of pictures of male and female characters, occupations and activities. The study reveals that the two books show an imbalance of gender representation in all three aspects. Gender bias, especially for female occupations and activities, is apparent in the two textbooks. This study suggests that EFL teachers evaluate their textbooks to advocate for gender equality in the classroom.
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Soares Junior, Jalmir, and Jarbas Sampaio. "The approach to spatial geometry in the mathematics textbook: BNCC in focus." Concilium 23, no. 11 (June 15, 2023): 185–98. http://dx.doi.org/10.53660/clm-1437-23g18a.
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The present work focuses on an analysis of textbooks. This teaching tool was chosen due to its importance in the teaching and learning process in Brazilian schools. The goal is to verify the adequacy of mathematics textbooks to the competencies and abilities presented at BNCC, and it has as central research question: How do the textbooks of Mathematics address the content of Spatial Geometry and how is this content articulated in relation to the BNCC for effective learning in High School? It was sought to evaluate qualitatively, based on learning criteria required by the BNCC, the second-year high school textbook most commonly used by schools in the city of Camacari in Bahia, specifically in the chapters of Space Geometry. The textbook alone will not be able to sufficiently develop in the student all the necessary abilities and competences, much of the methodology used by the teacher.
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Cho, Suhee, and Young Joo Park. "Analysis of Primary and Secondary School Teachers' Perceptions on Music Textbooks." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (September 15, 2023): 743–57. http://dx.doi.org/10.22251/jlcci.2023.23.17.743.
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Objectives The purpose of this study was to investigate and analyze teachers' utilization and perceptions of the music textbook, aiming to identify implications for the development of textbooks aligned with the 2022 revised music curriculum.
Methods A survey was conducted from February to March 2023 among music teachers from elementary, middle, and high schools. 80 in-service teachers participated in the survey. To analyze the perception of music textbooks according to teachers' school level and teaching experience, we conducted cross-tabulation and one-way analysis of variance (ANOVA), and applied the Scheffé test as a post-hoc test.
Results Teachers preferred music textbooks that included a diverse genre of music pieces, which can be effectively used in music class. When choosing pieces for class, elementary school teachers tended to opt for famous or popular pieces, whereas middle and high school teachers looked for pieces where evaluation criteria were clearly evident. Secondly, teachers' perceptions varied depending on their school level regarding the number of pieces included in the textbook and the level of activity and theoretical explanations presented. Thirdly, in terms of music textbook design for the 2022 revised music curriculum, teachers preferred the size and readability of the sheet music within the music textbook based on their school level. Depending on their years of experience, teachers also emphasized the importance of designs that creatively and engagingly arranged various content.
Conclusions This study offers insights for the development of music textbooks that align with the 2022 revised music curriculum and can be effectively utilized in the classroom.
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Sefer, Jasmina, Emilija Lazarevic, and Jelena Stevanovic. "Textbook language: Incentive or obstacle." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 347–68. http://dx.doi.org/10.2298/zipi0802347s.
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The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the eighth grade with regard to the reasons for which pupils find them difficult. This preliminary research comprised in total 120 pupils from an urban school, thirty from each fifth to eighth grade. We analyzed the textbooks of the Institute for Textbook Publishing and Teaching Aids, which are used most frequently in our educational practice, and hence can represent the general situation of the problem. Bearing in mind the limited size of the sample of pupils, the results are used only as an illustration and should encourage new studies on a more extensive sample. Textbook language is often difficult since it is mostly insufficiently comprehensible, longwinded and with many data. In natural sciences, physics and chemistry, pupils give up studying from the textbook. The textbooks in narrative subjects lead the way with respect to their usage, among which everybody finds history textbooks most difficult. Geography and biology textbooks were evaluated differently, depending on the grade and success of the pupils declaring themselves. The results present a guideline to the current and new writers of our textbooks, critics and publishing houses.
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Zupanc, Nina, and Iztok Devetak. "The analysis of electrolyte chemistry pictorial material in lower secondary chool chemistry textbooks in Slovenia based on developed quality criteria." Scientia in educatione 12, no. 1 (July 29, 2021): 5–15. http://dx.doi.org/10.14712/18047106.1926.
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The textbook as a learning tool and learning resource contributes significantly to the effectiveness of the teaching or learning process itself, while at the same time promotes and facilitates independent learning. The main purpose of this research was to develop quality criteria after which textbooks for Chemistry in lower secondary school were evaluated. This paper presents the analysis of electrolyte chemistry pictorial material presented in chemistry textbooks. When it comes to validating textbooks in Slovenia, there are no unified criteria. The development of the criteria included an overview of the objectives set in the chemistry curriculum. Criteria were made for textbooks used in 8th and 9th grade of lower secondary school (students age 13–15 years). Chemistry textbooks were validated in the school year 2018/2019. When analysing criteria related to textbook representations, the sub-microscopic representations and hybrid representations are the least common features in the textbooks.
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Nawani, Disha. "School Textbooks." Contemporary Education Dialogue 7, no. 2 (July 2010): 157–92. http://dx.doi.org/10.1177/0973184913411209.
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Kropman, Marc, Carla van Boxtel, and Jannet van Drie. "Narratives and Multiperspectivity in Dutch Secondary School History Textbooks." Journal of Educational Media, Memory, and Society 12, no. 1 (March 1, 2020): 1–23. http://dx.doi.org/10.3167/jemms.2020.120101.
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School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their emplotment of the narrative of the Dutch Revolt by focusing on the first ten years of the conflict and mostly lack multiperspectivity. We hope that the insights generated by this analysis may inform textbook authors who seek to do justice to multiple perspectives.
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Ardianto, Didit, and Indarini Dwi Pursitasari. "Do Middle School Science Textbook Enclose an Entity of Science Literacy?" JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, no. 1 (September 1, 2017): 24–27. http://dx.doi.org/10.33751/jhss.v1i1.369.
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This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.
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Vahdatinejad, Shapour, and Bahiyah Abdul Hamid. "Linguistic Sexism in the Iranian EFL Junior High School Textbooks." Journal of Advance Research in Social Science and Humanities (ISSN: 2208-2387) 3, no. 2 (February 28, 2017): 01–19. http://dx.doi.org/10.53555/nnssh.v3i2.180.
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Gender biased textbook can internalize the sexist concept and can affect the students’ mindset and behavior against the other gender. As in Iran, school textbooks are the only resource for majority of both teachers and students, unbiased textbooks are necessary for students to build up their role in addressing the other gender in their lives and society. To examine this issue, this study attempted to explore the status of linguistic sexism in the current Iranian EFL school textbooks (three volumes) published by the IranianMinistry of Education in 2008. A systematic quantitative content analysis was carried out to investigate whether both genders have been addressed equally or not. Results revealed that linguistic sexism is obvious and the textbooks can be considered sexist because the males outnumber females and are mostly the focal characters. The textbooks present students, in their early exposure to the English language, with an unfair, unbalanced and inexcusable representation of women. The roles of females and their realistic contributions to the society are not well represented in the textbooks. Some implications are advised for teachers, textbook writers and policy makers.
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Kim, Bo-Ok, and Kyong-Hahn Kim. "A study on the appropriateness of elementary English textbooks for school education from the perspective of subject-matter education." English Teachers Association in Korea 28, no. 4 (December 31, 2022): 67–88. http://dx.doi.org/10.35828/etak.2022.28.4.67.
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This study develops a textbook selection criteria from the perspective of quality excellence of content and subject-matter education which reflects school-oriented practical knowledge. The field experts reevaluate the current elementary English textbooks developed according to the 2015 revised English curriculum, using the textbook criteria. To evaluate their validity, the textbook selection criteria were examined by eight English education experts, all English teachers, and based on these criteria the elementary English textbooks were reevaluated for its appropriateness for school education. The result was that the textbook criteria had high validity as a textbook evaluation tool and that the current five textbooks in elementary curriculum did not prove to be sufficient to satisfy the selection criteria. Current textbooks are unidentified in terms of school educational environment and more various activities that stimulate creativity need to be reflected. Subject-matter education consists of ‘curricular knowledge’, ‘subject- matter knowledge’, ‘learner knowledge’, ‘pedagogical knowledge’, and ‘knowledge of educational contexts’. Subject-matter education relates with field. The result of study demonstrates that the current textbook authorization criteria need to be improved in terms of subject-matter education. It is expected to contribute not only to the development of future textbooks but also to the development of overall English education.
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Fhilrizki, Salma Ihsani, Siti Alfi Nurdinilah, Tia Sritiawati, and Ari Widodo. "Comparison of the Nature of Science Between Thematic and Non-Thematic Science Textbooks in Elementary School." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 1 (February 22, 2022): 126. http://dx.doi.org/10.33394/jk.v8i1.4307.
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This study aims to analyze the differences in the nature of science in thematic textbooks and non-thematic science textbooks in elementary schools. The study approach used is qualitative with a descriptive method. The subjects in this study were thematic textbooks and three non-thematic science textbooks in grade VI elementary school. The data collection technique used is a documentation study by analyzing the concept of the nature of science in each of the essential competencies presented in the book, the results of the analysis in the Textbook are analyzed descriptively and presented in percentage form. This study indicates a difference between aspects of the nature of science in thematic and non-thematic science textbooks in grade VI elementary school. Non-Thematic textbooks have a higher percentage of science's nature than the nature of science in thematic textbooks. The product aspect has the highest rate, 97%, and the lowest aspect is the creativity aspect, which is 25%. This study is fundamental to analyze in detail the components of science's nature, which can later be used as a basis by teachers in choosing science textbooks in elementary schools so that learning can be carried out correctly and the nature of science can be taught to students.
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Sulistiyo, Urip, S. Supiani, Ahmad Kailani, and Reni Puspitasari Dwi Lestariyana. "Infusing moral content into primary school English textbooks: A critical discourse analysis." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 251–60. http://dx.doi.org/10.17509/ijal.v10i1.25067.
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Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. The other dominant values encapsulated in the textbooks include politeness and caring. We conclude that the textbook writers place greater emphasis on such values as helping others, being polite, and caring in the textbooks in as much as they may want to teach these values at an early age.
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Çetin Köroğlu, Zeynep, and Mehmet Elban. "National and Global Identity Perspectives of Textbooks: Towards a Sense of Global Identity." Advances in Language and Literary Studies 11, no. 5 (October 31, 2020): 55. http://dx.doi.org/10.7575/aiac.alls.v.11n.5p.55.
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Textbooks can change, shape, and affect the formation of identity of those who learn the target language rather than teaching the language. In this study, the textbooks determined by the Ministry of National Education and used for English lessons in public high schools were analyzed with the content analysis method in terms of national identity and global identity elements. The study included textbooks and workbooks used in state high schools’ all grades. The data show that the books used as a textbook in public high schools, except 10th grade contain global identity elements more than national identity elements. Another important finding is that the 10th grade English textbook includes elements of national identity more than global identity elements. The results of the current study show that the textbooks prepare language learners for a global identity but also help them create a national identity in state high school, Turkey.
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Kasmaienezhad-Fard, Sara, Tajularipin Sulaiman, Nor Hayati Alwi, and Ahmad Fauzi Mohd Ayub. "An Evaluation of the Colors in Primary School English Textbook through Students’ Perceptions." Journal of Studies in Education 7, no. 4 (November 21, 2017): 141. http://dx.doi.org/10.5296/jse.v7i4.11966.
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The Malaysian education system has transformed from the traditional to the modern, albeit keeping to textbooks as the main teaching material. Among the factors determining the quality of textbooks, color is an important one, especially in primary school textbooks. Suitably applied, it will enrich classroom instruction and aid the learning process. This research was designed to run in two phases, and the data collected were analyzed by SPSS software. In the first phase, the colors used in the pictures of Year-4 English textbook were evaluated. Next, the color preferences of 384 students in the fourth grade of national primary schools were collected. Data from the first phase show that out of 901 textbook pictures, 792, 733, and 412 respectively use primary, secondary, and tertiary colors. Data from the second phase show the students highly interested in tertiary colors. The results of this study reveal important points for textbook quality improvement. Knowing what colors students like allows illustrators to consider age levels, not only when illustrating textbooks but also when creating pictures for other materials.
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Zhenchenko, Maryna, Ihor Zhenchenko, Yaroslavа Prykhoda, and Tetyana Kharlamova. "Textbooks for the New Ukrainian School as a Means of Effective Educational Communication: Discourse Analysis and Problems of the Culture of the Edition." Current Issues of Mass Communication, no. 25 (2019): 51–65. http://dx.doi.org/10.17721/2312-5160.2019.25.51-65.
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The purpose of the study, which we started in October 2018 with the support of the Ministry of Education and Science of Ukraine and the intergovernmental Ukrainian-Finnish project “Learning together”, is to analyze the quality of modern textbooks for the first grade of the New Ukrainian School, to identify outdated scientific paradigms, to identify and systematize cultural problems of textbook publication, which should be taken into account during the editorial and publishing of textbooks for the second and third grades. Methodology. At the initial stage of the study, a bibliographic method was used for the identification and systematization of scientific sources, normative legal documents on the problems of textbook creation. The use of methods of discourse analysis, logical, semantic, context analysis of text and visual components of textbooks for the first grade of the New Ukrainian School made it possible to identify the problematic aspects of the textbook publication culture. Typical flaws in the culture of textbook publication for the New Ukrainian School are systematized using methods of scientific generalization and classification. The results of the research showed a number of problems: visualization of outdated Soviet discourse, systematic errors, consistency and logic of presentation of the material, fairly low linguistic culture of publications, and sometimes unsatisfactory quality of artistic design. The solution of these problems requires a complex, systemic and integrative approaches. This includes the training of editors, publishers, authors, the formation of their high social responsibility, the creation of a single scientific and informational space for authors, reviewers and editors based on the leading publishing houses and academic departments of publishing and editing, the organization of seminars, trainings, summer/winter schools, etc. Such work has already begun within the preparatory stage of the international project “Finnish support for a New Ukrainian School”. The results of the research were used during the All-Ukrainian scientific and practical seminar “New textbook for the New Ukrainian School: Requirements, criteria for evaluation, registration” organized by the Institute for the modernization of the content of education for publishers who worked on textbooks for the second grade of the New Ukrainian School (November 22, 2018), training for experts who assessed the textbook for the second grade of the New Ukrainian School (January 21-23, 2019) and training sessions for publishers of textbooks for the New Ukrainian School (March 12-15, 2019), prepared by using experts from the Ukrainian- Finnish project “Learning together.”
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Rusek, Martin, and Lucie Vosyková. "Evaluation of Czech Non-Chemical Vocational School Chemistry Textbooks’ Text Difficulty." Chemistry-Didactics-Ecology-Metrology 26, no. 1-2 (December 1, 2021): 99–108. http://dx.doi.org/10.2478/cdem-2021-0008.
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Abstract The paper follows the first author's continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks’ text-difficulty (readability). The results show there are two books which are suitable for students’ own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher's guide through terms rather than student's textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.
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Pasaribu, Arsen Nahum. "THE EFL STUDENTS’ PERCEPTIONS OF THE QUALITY OF THE ENGLISH LANGUAGE TEXTBOOK." English Review: Journal of English Education 10, no. 2 (June 29, 2022): 409–20. http://dx.doi.org/10.25134/erjee.v10i2.6242.
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The purpose of this study is to elicit students' perceptions about the quality of English textbook used by Indonesian EFL students. Although numerous teaching researchers have undertaken research on textbooks, it is still uncommon to conduct textbook research to ascertain students' perceptions on the quality of textbooks. This study employed a mixed-methods approach and gathered data from 300 senior high school students in grade eleven. They were chosen at random among 674 students. These students come from SMA 12 Medan and SMK 3 Parulian Medan. Each school was represented by 150 students in the eleventh grade. Google forms were utilized to collect data. Simple statistics are used to calculate the number and percentage in research data analysis, while interactive data analysis is used to examine qualitative data. The results of this study show that the textbook "Bahasa Inggris" meets the criteria for a textbook of appropriate quality in terms of external appearance, content quality, language or vocabulary used, scoring system, and positive impact. However, the quality of the textbook's look and content may be enhanced. The findings of this study provide a unique viewpoint on the difficulties studied in comparison to earlier textbook research.
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Aprilia, Nani, Hani Irawati, Gita Amalia Asri, Suharno Suharno, Indah Wulandari, and Sula Sula. "ANALISIS BUKU AJAR BIOLOGI SMA KELAS X BERDASARKAN ASPEK LITERASI LINGKUNGAN." BIOEDUKASI (Jurnal Pendidikan Biologi) 14, no. 1 (May 10, 2023): 130. http://dx.doi.org/10.24127/bioedukasi.v14i1.7867.
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Environmental literacy is a person's conscious attitude in protecting the environment so that the balance is maintained. The impact of the environmental approach in learning can bring out students' curiosity about the environment around them, for example through textbooks. The phenomenon of textbooks, especially biology, needs to be reviewed to adapt to the current context, namely the issue of environmental damage. However, in reality biology textbooks do not provide a portion in instilling environmental literacy so that students' environmental literacy is low. The purpose of this study was to determine the percentage of aspects of environmental literacy in class X high school biology textbooks, to find out whether the class X high school biology textbooks support environmental literacy-based learning, to analyze the scope of environmental literacy in class X high school biology textbooks. Research This is a descriptive study, using a quantitative approach to analyze the Biology textbooks for class X SMA published by Erlangga and Yudhistira. The object of this study was the even semester material in class X high school biology textbooks and the subject of this research was the class X high school biology textbook published by Erlangga and Yudhistira. Selection of research subjects using purposive sampling. The data collection technique used was observation and the instrument used in this study was an observation sheet to analyze the content of aspects of environmental literacy in class X high school biology textbooks on even semester material. This instrument uses a guttman rating scale with intervals (yes/no). The data analysis technique performed in this study used a quantitative descriptive technique. Based on the results of the study, it was concluded that the level of environmental literacy textbooks for class X high school biology used in the city of Yogyakarta was in the low category. In the odd semester, textbook publisher A achieved a score of 24% and textbook publisher B achieved a score of 23.6%. Whereas in the even semester class X biology book the level of environmental literacy is also in the low category. The percentage in textbooks of publisher A was obtained by a percentage of 21% and for textbooks by publisher B was obtained by a percentage of 37%. The aspect that appears the most is the aspect of environmental knowledge, while the aspect that appears the least is the aspect of attitude.Kata kunci: Literasi Lingkungan, Buku Ajar, Biologi
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Syafrina, Emelda, and Arono Arono. "FEATURES OF ENGLISH TEXTBOOKS FOR THE FIRST-YEAR OF SENIOR HIGH SCHOOL IMPLEMENTING THE 2013-CURRICULUM." JOALL (Journal of Applied Linguistics & Literature) 2, no. 2 (December 10, 2017): 1–13. http://dx.doi.org/10.33369/joall.v2i2.5950.
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This research aimed to investigate the quality of English for the First Year of Senior High School Implementing the 2013 Curriculum the academic years 2016/2017. The method applied in this research was descriptive method. Data collection techniques used observation check list. There were three textbooks observed. The aspects that were observed consisted of content, presentation, language, and graphic. The result indicated as follows. For the appropriateness the content of view; there were only two textbooks which belong to ‘good’ category books, namely Pathway to English for Senior High School Grade X, published by Erlangga and Bahasa Inggris SMA/MA/SMK/MAK Kelas X, published by Kemdikbud. An others textbook had ‘fair’ category namely Bahasa Inggris untuk SMA-MA/SMK kelas X, published by Yrama Widya. There was one textbook which was categorized into ‘very good’ presentation, namely Bahasa Inggris SMA/MA/SMK/MAK Kelas X, published by kemdikbud. while two other textbooks, namely Pathway to English for Senior High School Grade X and Bahasa inggris untuk SMA-MA/SMK kelas X had ‘good’ category. Concerning the language aspect, there was one textbook, nemely Bahasa Inggris SMA/MA/SMK/MAK Kelas X had ‘very good’ category. Two other textbooks, namely Pathway to English for Senior High School Grade X and Bahasa inggris untuk SMA-MA/SMK kelas X had ‘good’ category. Concerning the graphic aspect, there were two textbooks which belonged to ‘very good’ category, namely Pathway for Senior High School Grade X and Bahasa Inggris SMA/MA/SMK/MAK Kelas X. An others textbook namely, Bahasa Inggris SMA- MA/ SMK kelas X had ‘good’ category. Thus, three textbooks had good category and be worthy to use because they fulfilled the quality of good textbook.