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Academic literature on the topic 'Science textbooks'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Science textbooks"

1

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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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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3

Lee, KyeongHwa. "2022 revised elementary Korean textbook development direction: Focusing on 1st and 2nd grade Korean textbooks." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (September 15, 2023): 533–43. http://dx.doi.org/10.22251/jlcci.2023.23.17.533.

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Objectives The purpose of this study is to describe the development direction of Korean text ooks according to the 2022 revised Korean language curriculum. Understanding the development direction of new textbooks will help drive changes in Korean language classes in elementary schools. Methods Through literature research, Schwab (1973)'s four common elements of development were analyzed in terms of subject, learner, teacher, and environment, and the new textbook's revision focus, unit composition system and development method were presented. Results The focus of revision of new textbooks is textbooks that reflect the fixedness and creation of Korean subjects at the subject level, textbooks that strengthen student initiative at the student level, textbooks that guarantee teacher autonomy in operating the curriculum at the teacher level, and language media Hankyung and Hankyung It is a textbook that covers a virtual environment. The structure of 『Korean』 is composed of preparation → sub-unit 1, sub-unit 2 → practice. And 『Korean Activities』 consisted of skill development → self-reading. Conclusions Based on these results, the new textbook's revision points and unit composition system were presented. The unit of the new textbook has a unit structure, and the unit structure type is a mixture of goal-centered and text-centered types. in the meantime the unit composition type of Korean textbooks has been goal-centered for about 40 years, from the Korean textbook of the 5th curriculum period in 1987 to the Korean language textbook of the 2015 revised curriculum period. However, in this 2022 revision Korean textbook, the unit composition type has been changed to a mixed type of goal-centered type and text-centered type. changed to a mixed type. This change in unit composition is a big change in the historical aspect of elementary Korean textbooks.
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Kyi, Wai Wai, and Tetsuo Isozaki. "Comparing science curricula in Myanmar and Japan: Objectives and content covered in lower secondary textbooks." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 7 (July 1, 2023): em2294. http://dx.doi.org/10.29333/ejmste/13305.

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An analysis of textbooks can lead to a comparison of the curricula in two nations and how curriculum standards determine the textbook content in a developed and developing country. Deductive content analysis was employed to analyze and compare objectives mandated in science curricula in Myanmar and Japan, and the articulation of science textbooks’ content on science curricula’s objectives including approaches to learning and learning of content taught at grade-6 in Myanmar and grade-7 in Japan. The results show that both countries’ curriculum objectives are clearly mandated to cultivate students’ scientific knowledge, skills, and attitudes. The exchanges of knowledge between the two contexts are the analyzed Japanese science textbook’s employment of a step-by-step and detailed scientific inquiry-based approach for the students to learn light and sound concept, and Myanmar’s science textbook’s description of some technical scientific terms in both mother tongue (Burmese) and English.
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Divya, Martin, and J. V. Asha. "Gender in science textbooks." i-manager's Journal on Humanities & Social Sciences 3, no. 3 (2023): 38. http://dx.doi.org/10.26634/jhss.3.3.20221.

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Education is universally acknowledged to benefit individuals and promote national development. If we envision a world that values equality, tolerance and the well-being of all those who live in it, then we need to instill these values in young minds through education in a proper way. It is the educational institutions that mould children's ideas, beliefs, and attitudes and experiences, which they are likely to carry throughout their life. The educational system mostly relies on textbooks that are largely accessed by students and teachers across the country for conveying knowledge and values. Textbooks are a basic vehicle of socialization and have economic and ideological implications. While going through various science textbooks it was felt that gender concerns have not been integrated in a meaningful manner. It may give rise to gender inequalities, i.e. differences between men and women that systematically favor one group. Gender refers to the socially constructed roles, behavior, activities and attributes that a given society at a given time and place considers appropriate for men and women, and boys and girls and the relationships between them. To inculcate a culture of gender equality, science textbooks need to be revised to sieve out words, phrases disparaging women, use of gender-biased visuals, distinct roles and behaviors that are defined for boys and girls, and men and women in a society. Educators and textbook illustrators need to make conscious efforts to overcome the gender biases that creep into science textbook besides science content, by keeping the concepts of gender in mind. The aim of this paper is to consider the overall environment of the science textbooks in relation to gender, and to explore the possibilities of how the textbooks can be used as a powerful lever of social change in propagating gender equality and universal values.
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Heo, Nam Gu. "Comparative Analysis of ｢Geometry｣ and ｢Earth Science II｣ Textbooks on Ellipse Construction." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 1 (January 15, 2024): 319–35. http://dx.doi.org/10.22251/jlcci.2024.24.1.319.

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Objectives The purpose of this study is to compare and analyze the meaning and method of ellipse construction of the ｢Geometry｣ and ｢Earth ScienceⅡ｣ textbooks of the 2015 revised curriculum. Methods To do this, an analysis framework for the meaning and method of ellipse construction was developed, and the contents related to ellipse construction of seven ｢Geometry｣ textbooks and four ｢Earth ScienceⅡ｣ text-books were analyzed in accordance with the analysis framework. Results First, seven ｢Geometry｣ textbooks and four ｢Earth ScienceⅡ｣ textbooks all suggested activities to mean drawing ellipse. Second, five ｢Geometry｣ textbooks presented the activity of constructing an ellipse using ruler and compass. Third, in the case of the ｢Geometry｣ textbooks, four presented a method of drawing using concen-tric circles, four presented a method of using origami, and five presented a method of drawing using pushpin and thread. Fourth, the same ellipse drawing activity was presented in the four ｢Earth Science Ⅱ｣ textbooks. All text-books presented activities to draw the elliptical orbit of Mars based on observation data, and methods of drawing using pushpin and thread. Conclusions Since the link between science, mathematics, information, and environmental curriculum is em-phasized, it is necessary to conduct a follow-up study on the curriculum linking mathematics and science based on the results obtained in this study. In addition, research on how to use mathematical technologies in science education has recently been conducted, so follow-up research on various teaching and learning method to con-struct an ellipse orbit such as using mathematical technologies, needs to be conducted in the ｢Earth ScienceⅡ｣ textbook.
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Huang, Ronghuai, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh, et al. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts." Sustainability 14, no. 11 (June 6, 2022): 6940. http://dx.doi.org/10.3390/su14116940.

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Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.
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Farrow, Robert, Rebecca Pitt, and Martin Weller. "Open Textbooks as an innovation route for open science pedagogy." Education for Information 36, no. 3 (September 25, 2020): 227–45. http://dx.doi.org/10.3233/efi-190260.

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The paper introduces the UK Open Textbook project and discusses its success factors with regards to promoting open practice and open pedagogy. Textbooks remain a core part of educational provision in science. Open Textbooks are openly licensed academic textbooks, wherein the digital version is available freely, and the print version at reduced cost. They are a form of Open Educational Resource (OER). In recent years a number of openly-licensed textbooks have demonstrated high impact in countries including the USA, Canada and South Africa. The UK Open Textbooks project piloted several established approaches to the use and promotion open textbooks (focusing on STEM subjects) in a UK context between 2017 and 2018. The project had two main aims: to promote the adoption of open textbooks in the UK; and to investigate the transferability of the successful models of adoption that have emerged in North America. Through a number of workshops at a range of higher education institutions and targeted promotion at specific education conferences, the project successfully raised the profile of open textbooks within the UK. Several case studies report existing examples of open textbook use in UK science were recorded. There was considerable interest and appetite for open textbooks amongst UK academics. This was partly related to cost savings for students, but more significant factors were the freedom to adapt and develop textbooks and OER. This is consistent with a range of research that has taken place in other countries and suggests the potential for impact on UK science education is high.
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Joo, Hongbi, and Jihyun Yoon. "Analysis of the Degree of Reflection of the Nature of Science (NOS) in the ‘History of Science Textbook’ according to the 2015 Revised Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 355–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.355.

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Objectives In the current situation where the existing science textbooks do not fully reflect the nature of science, it is necessary to examine the nature of science shown in textbooks on the history of science and effective use of it. For this purpose, in this study, the ratio of reflection of the nature of science reflected in the 2015 revised curriculum high school science history textbook was analyzed. Methods The subject of analysis was two types of high school history of science textbooks that have been tested, and the analysis frame that adequately reflects the nature of science from the viewpoint of cultivating students' scientific literacy was comparatively reviewed and selected. The selected analysis framework consisted of four areas: the nature of scientific knowledge (area I), the nature of scientific inquiry (area II), the nature of scientific thinking (area III), and the nature of interactions among science, technology and society (area IV). And each area was again composed of detailed sub-areas. Then, the analysis of the history of science textbooks was carried out in the stages of ‘analysis training in the nature of science’, ‘determining analysis units and sampling’, ‘preliminary analysis and reliability measurement’, and ‘main analysis’. Results As a result of the analysis, first, the textbooks on the history of science showed some differences in the reflection ratio for each area, but the four areas of the nature of science were evenly reflected. In particular, the nature of interaction among science, technology, and society (area IV) and the nature of scientific thinking (area III) showed high reflection rates in history of science textbooks. Second, as a result of analysis of each sub-area constituting each area of the nature of science, it was found that the detailed sub-contents were biased. Third, in the history of science textbooks, there was a difference in the reflection ratio for each area of the nature of science for each textbook unit, and finally, as a result of analysis by publisher, the two types of textbooks showed little difference in the reflection ratio by nature of science domain. Conclusions Based on the results of this analysis, we discussed the implications on the use of history of science textbook in terms of educating the nature of science and the direction of improvement of history of science textbook reflecting the social trends of the times.
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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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Dissertations / Theses on the topic "Science textbooks"

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Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.

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The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Nature of Science Criteria, adapted from Gunckel&
#8217
s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&
#8217
s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
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Esmer, Feyza. "Exploring Representation Of Nature Of Science Aspects In 9th Grade Chemistry Textbooks." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613178/index.pdf.

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The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program&rsquo
s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo
sentences. The results of the study revealed that both of two chemistry textbooks were inadequate in representing NOS aspects which are
1. Observation and inference are distinct entities of science, 2. Science is influenced by the social and cultural environment of the scientist, 3. Science is partly the product of human creativity and imagination, 4. Scientific knowledge is tentative, empirical and theory laden, 5. There exists a distinct, non-hierarchical relationship between scientific theories and laws, 6. &ldquo
There is no universal, recipe-like, method for doing science.&rdquo
The frequency of presence of each aspect in books was very low.
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Starnes, Kathryn. "Fairy tales, textbooks and social science : a folklorist reading of international relations introductory textbooks." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/fairy-tales-textbooks-and-social-science-a-folklorist-reading-of-international-relations-introductory-textbooks(4fc0195b-97db-4e48-9cc7-deb4b3c24e2f).html.

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This thesis explores the research question: to what extent does the idea of 'social science' persist in constructing IR textbooks in our contemporary context? In light of the considerable changes in the discipline's canon catalysed by the Third Debate, it is surprising that there has been no sustained engagement with a large body of textbooks in over a decade. The thesis uses a folklorist approach to review contemporary undergraduate IR textbooks by exploring their family resemblances to Donkeyskin and Bluebeard stories. The thesis finds that many contemporary textbooks resemble Donkeyskin stories, both because they employ a problem/choice structure that works to curtail how IR is defined and because they rely on a number of assumptions about what it means to write a textbook and study IR. However, the thesis also finds that there is a limited but notable body of textbooks that resembles Bluebeard stories in terms of how 'forbidden' assumptions about how IR is defined and what it means to write a textbook are confronted. These two readings of textbooks are complemented by a third aspect of the folklorist approach, a reading of framing gestures. While many textbook authors employ framing gestures that cast authors as curators of the field of IR, reinforcing strict boundaries for participation in the negotiation of the IR canon, there are notable exceptions that cast textbook authors as creators. The effect is to demonstrate and open up for participation the process of negotiating the boundaries of what gets to 'count' as IR.
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Chan, Ip Miu-kwan Rose, and 陳葉妙坤. "The information structure in Hong Kong Form III integrated science andsocial studies textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626378.

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Ghairat, Mohamad Sabir. "ANALYSIS OF TEXTBOOKS IN AFGHANISTAN : Analysis of science textbooks from a Socio-Scientific Issue (SSI) perspective." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32133.

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A Socio-scientific issue (SSI) is a controversial issue that engages with both science and society. SSIs are very useful tools in school education since they can improve students’ scientific knowledge and literacy, as well as promote critical thinking. In Afghanistan the curriculum is heavily textbook-driven. Accordingly, the aim of this study is to investigate if and which kind of SSIs, that are used in Afghan science textbooks. Since these textbooks are newly revised it is important to investigate whether the textbooks are in line with recent findings of science education research. A mixed-method approach including both qualitative and quantitative research methods was used. All available 22 science textbooks in all science subjects (i.e. biology, physics, chemistry, geology and health and environmental science) of grade 4-12 were collected for the analysis. First the presence of SSI topics, and thereafter analysis of SSI topics by using the SEE-SEP model as a framework, was carried out. Second the frequency of using an SSI perspective in the textbooks, the distribution of SSI between subjects, topics, grades and school levels was established. Also the inclusion of global respectively local perspectives on SSI issues was analyzed. The result showed that Afghan science textbooks seldom include a SSI perspective since it was found in only 6 % of the textbook chapters. Most of these SSI topics were included in the textbooks of the school subjects’ of biology and health and environmental science, but rarely present in chemistry and physics. Regarding school level the majority of SSI topics were found in upper secondary textbooks, but the proportion of chapters including SSIs were higher in upper primary textbooks. An even distribution between local and global perspectives was found. Concerning the nature of the SSI-topics they referred mostly to issues within science (35%), environment (27%) and ethics (20 %), but reference was made only in few occasions to economy, sociology and policy. Implications for research and education are discussed. As relaying of different subjects areas in afghan science education regarding SSI, found SSI topics in different school grades, levels and various subjects discussed. In the end of this study, besides conclusion I recommend other important aspects of textbooks to be considered in future studies, as maybe there are other features of textbooks which make interesting of further studies. As well as, there are many other science textbooks in different educational level (science textbooks of TTC and university) which are not explored in this research and needed to be analyzed.
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Kearsey, John Mark Benjamin. "The accessibility of school science textbooks to bilingual students." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10007407/.

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Teachers may consider bilingual students to be linguistically disadvantaged. They may reason that making meaning of concepts in different languages leads to interference between the messages received and consequent confusion. However, bilingualism might help students to understand how languages work. This metalinguistic awareness would be a useful skill when students attempt to master the scientific language found in school science textbooks. Other aspects of textbooks such as the choice of contexts and figures, and the provision of glossaries may also affect the ability of bilingual students to make meaning of them. This research is an attempt to investigate the circumstances in which bilingual learners might be at an advantage or at a disadvantage in understanding secondary school science textbooks. The use of the Nuffield Co-ordinated Sciences Biology textbook was investigated in twelve schools. Background information about the schools studied was collected by interviewing teachers and reviewing school documents, policies and inspection reports. Data concerning students' and teachers' attitudes and opinions were collected through interviews and questionnaires. More detailed linguistic information was collected through cloze procedures, discussion tasks, interviews and analysis of the textbook studied. A wide literature was reviewed concerning the structure of scientific language and school science textbooks and many aspectso f the contextso f the use of theset exts. Cases tudy profiles were preparedf or each of the schools studied which provided the context for the consideration of a computer analysis of coded data from questionnaires and cloze procedures. The findings provided evidence for three main assertions which arose from the research. First, that all students should be treated as a resource within the classroom. Secondly, that depending on the extent of students' bilingualism, their use of their languages and the context provided by the school, bilingualism may confer an advantage or a disadvantage to students making meaning of school science textbooks. Thirdly, that bilingual students are best served by school science texts of varied language complexity.
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Fadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.

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Unsworth, Len. "How and why : recontextualizing science explanations in school science books." Phd thesis, Department of Linguistics, 1995. http://hdl.handle.net/2123/9054.

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Lewis, Rebecca Adams. "A Content Analysis of Inquiry in Third Grade Science Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3171.

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Since the publication of the National Science Education Standards in 1996 efforts have been made to include inquiry into school science programs. An addendum on inquiry to these standards was published in 2000 presenting five essential features of classroom inquiry as indicators of the active use of inquiry in a science lesson. The purpose of this content analysis was to examine and identify the presence of these five essential features of classroom inquiry within publisher-identified inquiry activities found in the 2000 and 2010 teacher's editions of the third grade science textbooks published by Scott Foresman. The textbooks were read and coded using each of the five essential features of classroom inquiry as a priori categories. Data from both textbook editions indicated that although these activities were identified as inquiries, only a few contained all five essential features, while about half contained none. Approximately half of the publisher-identified inquiries were partial inquiries, containing less than five of the essential features. Teachers who use these resources should be aware of the presence or lack of the essential features in order to supplement the science curriculum. Publishers need to be more explicit in including these features and further research should be conducted in more textbooks to better understand the quality and quantity of inquiry activities found within these resources.
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Mari, Zenzeng Bofirie Tore, and n/a. "Analysis of grade 7 social science textbooks in Papua New Guinea." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060829.162904.

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This thesis reports on a study which made an analysis of the new Grade 7 social science syllabus textbooks that are currently being implemented in the high schools of Papua New Guinea. Data relating to these textbooks has been gathered from the teachers who are teaching the course and their Regional Secondary Inspectors. The data was basically obtained through postal questionnaires. The basic aim of the study was to find out how the syllabus materials are received and used in the implementation process. The study also attempted to identify the problems and difficulties the teachers encountered and the concerns they had about the new course. The study revealed some interesting results. For example, there are some teachers of social sciences in the high schools who do not have secondary teaching qualifications, the level of English language used, which was one of the major problems identified with the old syllabus, has not been completely overcome, the problems, difficulties and concerns identified by this study differ from school to school and between rural and urban schools. In addition, the study also identified many practical problems, difficulties and concerns which affect the effective and successful implementation of the syllabus. These include the need for additional support such as reference materials both for teachers and students and a need for more short in-service courses to resocialise teachers in order to change their classroom culture and thus facilitate change.
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Books on the topic "Science textbooks"

1

Gould, James L. Biological science. 6th ed. New York: W.W. Norton & Co., 1996.

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Khine, Myint Swe, ed. Critical Analysis of Science Textbooks. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3.

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Keeton, William T. Biological science. 5th ed. New York: W.W. Norton, 1993.

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Keeton, William T. Biological science. 4th ed. New York: W. W. Norton, 1986.

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1945-, Gould James L., and Gould Carol Grant, eds. Biological science. 4th ed. New York: Norton, 1986.

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L, Gould James, Gould Clare H, and Gould Grant F, eds. Biological science. 5th ed. New York: Norton, 1993.

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1945-, Gould James L., and Gould Carol Grant, eds. Biological science. 5th ed. New York: Norton, 1993.

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Rickard, Ed. Physics: The foundational science. Pensacola, Fla: Beka Book Publications, 1990.

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Dean, Hurd, and Prentice-Hall inc, eds. Prentice Hall physical science. Englewood Cliffs, N.J: Prentice Hall, 1988.

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John, Olmsted. Chemistry: The molecular science. 2nd ed. Dubuque, IA: Wm. C. Brown Publishers, 1997.

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Book chapters on the topic "Science textbooks"

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Leggo, Carl. "Science Textbooks." In Sailing in a Concrete Boat, 30. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-955-8_11.

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Simon, Josep. "Textbooks." In A Companion to the History of Science, 400–413. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118620762.ch28.

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Love, Kurt. "Politics and Science Textbooks." In Constructing Knowledge, 133–50. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_7.

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Niaz, Mansoor. "Feyerabend’s Counterinduction and Science Textbooks." In Feyerabend’s Epistemological Anarchism, 109–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36859-3_7.

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Valanides, Nicos, Maria Papageorgiou, and Pavlos Rigas. "Science and Science Teaching." In Critical Analysis of Science Textbooks, 259–86. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3_13.

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Niaz, Mansoor. "Textbooks: Impact on Curriculum." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_181-2.

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Niaz, Mansoor. "Textbooks: Impact on Curriculum." In Encyclopedia of Science Education, 1070–73. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_181.

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Ainin, Moh. "Developing Arabic Textbooks." In Advances in Social Science, Education and Humanities Research, 259–66. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-038-1_29.

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Ceglie, Robert, and Vida Olivares. "Representation of Diversity in Science Textbooks." In Constructing Knowledge, 49–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-912-1_4.

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Khine, Myint Swe. "Analysis of Science Textbooks for Instructional Effectiveness." In Critical Analysis of Science Textbooks, 303–10. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3_15.

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Conference papers on the topic "Science textbooks"

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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.

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Electronic textbooks have a potential to combine the teaching values ​​of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its ex­pected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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Horvat, Saša A., Tamara N. Rončević, Ivana Z. Bogdanović, and Dušica D. Rodić. "DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.88.

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The most important source of knowledge in primary school teaching is the textbook. This research aimed to determine the differences in graphic illustrations in the contents of natural sciences in a regular textbook and a textbook for children with special educational needs in the Republic of Serbia. As the number of subjects that deal with the contents of natural sciences for children with special educational needs is small, as well as the number of schools that implement this type of teaching, physics is taken as a subject, because the number of common topics is quite similar. The research aim was to analyze illustrations in selected physics textbooks for the 6th grade of primary education, by the criteria for dividing illustrations by types, for determining abstractness and relative representation of illustrations. In addition, a supplementary classification of illustrations was applied. The obtained results indicate that the number of illustrations concerning the number of words is higher in textbooks for children with special educational needs, as well as that the most represented are illustrations from everyday life and greater abstraction compared to regular textbooks. Since the physics textbook for children with disabilities is quite old, these results can be examined in practice among teachers and help future textbook authors to write the best quality textbook taking into account the needs of teachers and children with special educational needs. Keywords: image analysis, teaching physics, type of illustrations, special educational needs
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Taylor, Cynthia, and Saheel Sakharkar. "');DROP TABLE textbooks;--." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287429.

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Radojičić, Jelena. "Istorijska karta kao ilustracija i/ili izvor znanja u udžbenicima za prirodu i društvo." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.295r.

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Visual representation is one of the key structural elements of a textbook. A historical map is a graphic representation of the geographical area where historical events took place at a certain time. The subject of this research is the analysis of the use of a historical map in the Science and Social Studies textbooks for the fourth grade of primary school. In this paper, we have analyzed whether these textbooks contain historical maps, their number, whether they are titled, whether there are additional explanations or legends, and to what extent a historical map is referred to by the accounts in the text of the textbooks, on the basis of which students should, by independently interpreting, analyzing and reading the map, come to certain conclusions and knowledge. The method used is the content analysis method. The analysis indicates that all five textbooks contain historical maps, although they are not explicitly mentioned as a term in teaching and learning programs. Historical maps should enable students to acquire more permanent knowledge through independent work and map reading as well as develop new concepts with regard to historical content. Studying the use of historical maps in the Science and Social Studies textbooks is important for improving the teaching process.
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Li, Chen, Wei Huali, Zhang Haoyu, Zeng Fanbo, and Qin Chaoling. "Comparative Study of Sports Statistics Textbooks and Other Disciplines' Statistics Textbooks." In 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.11.

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Almansoori, Majed, Jessica Lam, Elias Fang, Adalbert Gerald Soosai Raj, and Rahul Chatterjee. "Textbook Underflow: Insufficient Security Discussions in Textbooks Used for Computer Systems Courses." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432416.

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Al-Rawi, Akram, Azzedine Lansari, and Faouzi Bouslama. "Integrating Sun Certification Objectives into an IS Programming Course." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2858.

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Information Systems Colleges are facing numerous challenges to develop and keep their curriculum current. Including certification objectives in IS courses give IS colleges the edge needed to remain competitive. Java, a modern object oriented programming language, has become a critical component of IS curricula because of its platform independence. This paper shows how to integrate objectives of the Sun Certified Programmer for Java 2 certification into a programming course. Current Java textbooks emphasize problem-solving concepts and do not cover certification objectives. After careful review of numerous textbooks, a textbook is selected to maximize coverage of the course and certification objectives. A detailed master syllabus is developed to optimize coverage of the certification objectives while maintaining consistency of the course. Upon completion of the course, students have the knowledge to take the certification exam and can demonstrate to employers that they have mastered the necessary skills to be productive.
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Mazumder, Syeda Fatema, Celine Latulipe, and Manuel A. Pérez-Quiñones. "Diagramming Encouragement in CS1 Textbooks." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3393976.

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Xu, Yiqun. "Contrastive analysis of lexical chunks in computer English textbooks and College English textbooks." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.127.

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Chaudhri, Vinay K., Bonnie E. John, Sunil Mishra, John Pacheco, Bruce Porter, and Aaron Spaulding. "Enabling experts to build knowledge bases from science textbooks." In the 4th international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1298406.1298435.

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Reports on the topic "Science textbooks"

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), September 1990. http://dx.doi.org/10.2172/6476803.

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McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011021.

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Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?
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wang, peng, and xiaobo wu. The Implementation Strategy of the "Four Single" Model in Digital Textbooks for Deep Learning: Taking the "Biology and Environment" Unit of the Second Volume of the Fourth Grade of Primary School Science in Hunan Science & Technology Press as an Example. New Course Rivew, March 2023. http://dx.doi.org/10.58911/bdic.2023.10.001.

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Maksimenko, L. A., and G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.

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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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