Rozprawy doktorskie na temat „Science textbooks”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Science textbooks.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Science textbooks”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
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.
Pełny tekst źródłaStreszczenie:
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’
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.
2
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.
Pełny tekst źródłaStreszczenie:
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&rsquos 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.
3
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.
Pełny tekst źródłaStreszczenie:
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.
4
Chan, Ip Miu-kwan Rose, i 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.
Pełny tekst źródła
5
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.
Pełny tekst źródłaStreszczenie:
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.
6
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/.
Pełny tekst źródłaStreszczenie:
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.
7
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.
Pełny tekst źródła
8
Unsworth, Len. "How and why : recontextualizing science explanations in school science books". Phd thesis, Department of Linguistics, 1995. http://hdl.handle.net/2123/9054.
Pełny tekst źródła
9
Lewis, Rebecca Adams. "A Content Analysis of Inquiry in Third Grade Science Textbooks". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3171.
Pełny tekst źródłaStreszczenie:
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.
10
Mari, Zenzeng Bofirie Tore, i 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.
Pełny tekst źródłaStreszczenie:
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.
11
Mølhave, Annegrete. "The information design of ecological cycle network diagrams in science textbooks". Thesis, University of the Arts London, 2010. http://ualresearchonline.arts.ac.uk/5457/.
Pełny tekst źródłaStreszczenie:
Network diagrams of ecological cycles, eg, carbon and nitrogen cycles, are a common feature in science textbooks for 14-18 years age groups. From an information design perspective these diagrams raise a particularly interesting challenge; that of categorising up to six types of biological information using two graphic syntactic roles – nodes and connecting arrows – whilst ensuring an efective and unambiguous message. This practice-led thesis reviews the precision of information categorisation in 209 network diagrams collected from UK and Danish science textbooks (1935-2009). Visual content analysis and graphic syntax theory (Engelhardt, 2002) is applied to review the existing information categorisation in relation to four types of graphic inefectiveness: 1) implicit nodes, 2) imprecise relative spatial positioning of graphic objects, 3) polysemy, and 4) inconsistent visual attributes or verbal syntax. This review finds 29 types of ineffective graphic tactics, which may result in ambiguous messages due to illogical linking sequences, implicit circulating elements, and confusion about chemical transfer and transformations. Based on these analysis indings, the design process in educational publishing is investigated. This identifies the rationale informing the transformation of information into network diagrams, based on semi- structured interviews with 19 editors, authors, designers, and illustrators in six publishing houses (3 in UK , 3 in Denmark). The rationale is mapped using phenomenographic analysis method and existing theories on the design process, namely brief development and translation stages (Crilly, 2005), choice points and the problem setting process (Schön, 2006), problem- solution co-evolution (Dorst and Cross, 2001), and design constraints (Lawson, 2006). The curriculum purpose of the ecological cycle network diagram is found to tightly constrain the identiied rationale and the graphic decision-making based mainly on tacit knowledge. In a final discussion the research indings are integrated by identifying models of design activities (Dumas and Mintzberg, 1993) present in investigated professional practice. This reveals how design decisions may inluence the occurrence of inefective graphic tactics. Recommendations for alternative information transformation strategies are then presented, centred on integrating graphic syntax knowledge into the current processes. These recommendations are anchored in suggestions by the interviewed participants.
12
Chan, Ip Miu-kwan Rose. "The information structure in Hong Kong Form III integrated science and social studies textbooks". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626378.
Pełny tekst źródła
13
Lewis, Anna. "A Comparative Study of Six Decades of General Science Textbooks: Evaluating the Evolution of Science Content". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002633.
Pełny tekst źródła
14
Aman, James R. "Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330854/.
Pełny tekst źródłaStreszczenie:
Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task.
Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rater. All statistical analyses were computed using SPSS/PC+ (version 2.1).
In both courses, CLD frequencies decreased through the three lower levels. The percentage of questions falling in these levels was approximately 83 percent for both courses. However, the higher-level course contained almost 10 percent more Knowledge level questions than did the lower course. At the higher taxonomic levels, the decline was roughly five percent per level in CS I but erratic in CS II. Analysis by book also revealed wide differences within each course.
15
Muspratt, Alexander Walter, i n/a. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study". Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060913.150726.
Pełny tekst źródłaStreszczenie:
This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first summarises theoretical debates concerning the nature and teaching of science. An extended discussion, in the form of a case study of Galileo's work on motion, is presented, along with examples of how the 'Galileo story' has been revised and modified into popular and professional / educational imagination. This discussion thaws out critical points about the relationships between science as an observational and empirical activity and science as an abstract and intellectual activity. This is contrasted with educational constructivist accounts of learning and pedagogy, and how constructivist pedagogy is influenced by constructivist accounts of the doing of science. The data collection and analysis methods are then described in detail. A variety of tagging and marking techniques relating to vocabulary, logical formation and connection words, and grammatical formations are used. These provide the bases for a variety of frequency and collocational analyses, which, in turn, feed into a series of multivariate analyses. After presenting a descriptive overview of the corpus of textbooks, the results are reported in four chapters. Each chapter considers one linguistic resource in turn: vocabulary diversity, lexical organisation, words used to establish logical and structural formations, and grammatical organisation. These chapters show that there is systematic variation in authors deployment of linguistic resources, and that variation with respect to one linguistic resource is associated with variation with respect to the others. In particular, when scientific knowledge is presented through elaboration, persuasion, and description, there is little or no underlying structure to the phenomena being discussed, or there are few or no underlying concepts to which authors can return as their discussions progress. Alternatively, when scientific knowledge is presented in terms of rules, statements, procedures, and arrangements, the content of a topic is structured around a small number of underlying and uni~ing concepts. The contrast is between a loosely structured science that is descriptive, factual and observational, and a highly structured science that is for the most part theoretical. Furthermore, authors selectivity in their deployment of linguistic resources is associated with the major scientific disciplines. The suggestion is that the contents of Biology and Geology, with only a loose structure or no structure to the contents underlying concepts, are presented through elaboration, persuasion, and description, whereas the contents of Physics and Chemistry, structured around a small number of underlying and uni~ing concepts, are presented in terms of rules, statements, procedures, and arrangements. The thesis concludes that what is missing in textbook accounts that embody naive empiricism is the discernment evident in Galileos work: when, how and with what cost to 'simplify' the experiential world, and how to add back to theoretical accounts the complexities of the experiential world. It is an understanding of these processes and the ways in which they can be displayed and developed in classrooms that could better inform the preparation of science teachers as well as laying a stronger base for high school programs.
16
Muspratt, Alexander Walter. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365592.
Pełny tekst źródłaStreszczenie:
This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first summarises theoretical debates concerning the nature and teaching of science. An extended discussion, in the form of a case study of Galileo's work on motion, is presented, along with examples of how the 'Galileo story' has been revised and modified into popular and professional / educational imagination. This discussion thaws out critical points about the relationships between science as an observational and empirical activity and science as an abstract and intellectual activity. This is contrasted with educational constructivist accounts of learning and pedagogy, and how constructivist pedagogy is influenced by constructivist accounts of the doing of science. The data collection and analysis methods are then described in detail. A variety of tagging and marking techniques relating to vocabulary, logical formation and connection words, and grammatical formations are used. These provide the bases for a variety of frequency and collocational analyses, which, in turn, feed into a series of multivariate analyses. After presenting a descriptive overview of the corpus of textbooks, the results are reported in four chapters. Each chapter considers one linguistic resource in turn: vocabulary diversity, lexical organisation, words used to establish logical and structural formations, and grammatical organisation. These chapters show that there is systematic variation in authors deployment of linguistic resources, and that variation with respect to one linguistic resource is associated with variation with respect to the others. In particular, when scientific knowledge is presented through elaboration, persuasion, and description, there is little or no underlying structure to the phenomena being discussed, or there are few or no underlying concepts to which authors can return as their discussions progress. Alternatively, when scientific knowledge is presented in terms of rules, statements, procedures, and arrangements, the content of a topic is structured around a small number of underlying and uni~ing concepts. The contrast is between a loosely structured science that is descriptive, factual and observational, and a highly structured science that is for the most part theoretical. Furthermore, authors selectivity in their deployment of linguistic resources is associated with the major scientific disciplines. The suggestion is that the contents of Biology and Geology, with only a loose structure or no structure to the contents underlying concepts, are presented through elaboration, persuasion, and description, whereas the contents of Physics and Chemistry, structured around a small number of underlying and uni~ing concepts, are presented in terms of rules, statements, procedures, and arrangements. The thesis concludes that what is missing in textbook accounts that embody naive empiricism is the discernment evident in Galileos work: when, how and with what cost to 'simplify' the experiential world, and how to add back to theoretical accounts the complexities of the experiential world. It is an understanding of these processes and the ways in which they can be displayed and developed in classrooms that could better inform the preparation of science teachers as well as laying a stronger base for high school programs.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
17
Skopek, Jeffrey M. "Shaping science with the past : textbooks, history, and the disciplining of genetics". Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/242194.
Pełny tekst źródłaStreszczenie:
Science is generally not thought of as being deeply historiographical. Although it is clear that scientists frequently write about history in their work — that, for example, they identify the significance of an advance by situating it historically, or refer to a historic source of authority in order to add legitimacy to a position — it is often supposed that the historical claims of scientists are incidental to the scientific. This thesis contests basic assumptions of this view. In a study of the textbooks of twentieth century Anglo-American genetics — of a place where the canon of a science is consolidated, as the heterogeneous approaches and controversies of its practice are rendered unified for its reproduction — I develop a novel taxonomy of the forms in which history can be written, and of the scientific functions that they can serve. Progressing from an analysis of narrative historical accounts, to latent and embedded formulations of the past, I demonstrate the ways in which geneticists used history-writing in the disciplining of the foundations, future practitioners, conceptual order, and boundaries of their science. After an introductory chapter identifying some of the ways in which the textbooks and historical accounts of a science may be contributory, rather than intellectually external and temporally subsequent, to its formation and development, I advance the central argument of this thesis in four chapters. Each examines a different form of historywriting. In the first, I explore the disciplining of the foundations of genetics, with a study of the explicit, narrative histories of hereditary science that were written in three important first-generation genetics textbooks. Identifying radical differences in their accounts of the same nineteenth-century figures, experiments and theories, I argue that these different ways of consolidating history were connected to fundamentally different ideas of the conceptual foundations of the science, and that they were used to advance divergent visions of the science’s future. I then look at the historical case-based and problem-solving method of teaching that was developed in the 1920s-1940s to convey the science of genetics. I argue that this method created 'virtual historical environments' that allowed students to learn and practice not only the principles that were studied by geneticists and were explicitly taught as rules in the text, but also the tacit skills needed to follow, find, and understand these rules. Here, history was used in the disciplining of the mind of the student. In the third chapter, I look at the 'standard historical approach' to teaching in the 1930s-1950s, exploring the establishment of this approach, the functions and consequences of literary devices on which it relied, and the ways in which the meaning of facts and theories were shaped within it. My central contention is that a notion of history was constitutive of the organizational logic, narrative structure, and inner rationality of textbook genetics, thereby performing a powerful function in the disciplining of the conceptual order of the science. The fourth chapter explores the sense of history embodied in the use of the concept of 'classical genetics' in textbooks of the 1960s-1970s. Tracing the semantic development of 'classical' from its first uses in the 1920s, I argue that this term was a politically powerful concept in the language of geneticists: at first used to define and establish sources of scientific authority, it was subsequently developed in arguments about the philosophical and ideological character of genetics, and eventually served to establish the disciplinary identity and boundaries of the science. By differentiating these various uses of 'classical', I show that the disciplinary power of this term — which is derived from the authority of history — relied on the effacement of its historicity and the situations in which it was created and deployed. With this thesis, I push the boundaries on common conceptions of what is involved in, and what should be counted as, the 'history' and 'writing' of history-writing. Advancing a novel taxonomy of the forms in which the historical can appear, I provide a starting point for further historiographical research on the subtle yet powerful ways in which the historicity of our past can make claims upon us.
18
Penney, Kimberley. "Anatomy of junior high science textbooks : a content analysis of textual characteristics /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/MQ62414.pdf.
Pełny tekst źródła
19
Srestasathiern, Sripen. "Ellipsis in science and technology textbooks in English: Implications for Thai students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1310.
Pełny tekst źródłaStreszczenie:
This is an analytical study which attempted to investigate Thai students' ability to interpret elliptical sentences and to recover and recognise ellipted elements in a science and technology context in English. Students' awareness, understanding, perceptions, problems and strategies in relation to ellipsis were also examined. The subjects for the study were 60 first year students from King Mongkut's Institute of Technology North Bangkok (KMITNB) who had enrolled in two compulsory English courses in KMITNB, Bangkok, Thailand. The instruments for this study were three 20 item ellipsis tests based on 5 ellipsis types classified by Quirk, et al. (1985). Items of the test were based on short passages extracted from three English science and technology textbooks commonly assigned for students to read during their study at KMITNB: physics, mathematics, and computer textbooks, The content of all tests was the same but different tasks were required to be done. The subjects were asked to interpret the elliptical sentences and rated the level of difficulty of each item in the first test, the interpretation test. After each item, they were requested to tape-record or write their answers to the questions why they interpreted that way and what helped them to do so. For the second test, the recovery test, students were asked to supply the English ellipted elements in the blanks provided and to tape-record or write their responses to the questions why they supplied such word(s) and what helped them to do so. The third test, the recognition test, was the same as the second but multiple choice answers were provided. Students also had to say why the choice they had made was suitable. The collected data was analysed quantitatively and qualitatively. Arithmetic mean, percentage, Man-Whitney U test, median and correlation were employed to analyse the data, using SPSS software. The study reveals that the students could score best in the interpretation test as they were allowed to answer in L1 and a variety of answers that conveyed the right or close meaning were acceptable. The recognition test was scored the second best while the recoverability test was scored the lowest. However, no mean score of any test reached half of the total. Moreover in counting tho correct number, they averaged at 7.90, 3.88, and 7.45 out of 20 items in tests 1, 2, and 3 respectively. Ellipsis type 5, structural ellipsis without precise recoverability, was found to be the most difficult for Thai students. The quantitative findings indicated that the students in the field of science and technology in Thailand were poor at ellipsis employed in science and technology textbooks. The qualitative investigation confirmed that the students were neither aware of nor capable of understanding most elliptical sentences. Difference between L1 and L2 was the major problem found hindering students' ability to handle ellipsis, Low English proficiency, insufficient and in-complete L2 grammatical knowledge, insufficient L2 vocabulary, incomplete recall of L2 instruction, inability to access deep structure, misreading of anaphora, pragmatic misreading and incomplete background knowledge of subject matter were found to be internal factors causing students' difficulty in-dealing with ellipsis. Transfer of training leading to students' overgeneralisation, language transfer resulting in interlanguage, conceptual influence across cultures, conceptual difference across sub-cultures, ambiguity of some structural cues, English hyponyms, and lack of intensive ellipsis instruction were external factors causing students' inability to solve ellipsis problems. Apart from the obstacles, two factors were found to support students in doing ellipsis tests. They were similarity of L1 and L2 and some L1 unelliptible words equivalent to English ellipted elements. The analysis also revealed some strategies students employed in handling ellipsis. Among these, structural and contextual cues, and word for word translation were frequently used. The findings of the study supported the first hypothesis which was that the students' difficulties in interpreting elliptical sentences and recovering ellipted elements can be related to (a) L1 transfer (b) reading strategies. But they did not support the second hypothesis which was that degree of difficulty in retrieval of ellipsis, based on Quirk, et al's (1985) principles, relates to degree of difficulty in interpretation. Constraints due to students' test fatigue and boredom may partially have affected students' ability in doing the tests.
20
Wagamon, Barbara J. Jinks Jerry Lee. "Life experience of sixth grade students in analog domains of sixth grade science textbooks". Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927778.
Pełny tekst źródłaStreszczenie:
Thesis (Ed. D.)--Illinois State University, 1999.Title from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.
21
Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.
Pełny tekst źródłaStreszczenie:
Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.
22
PRATA, RITA VILANOVA. "CITIZENSHIP IN SCIENCE SCHOOL TEXTBOOKS: DISCURSIVE CHANGE, MEDIATIONS AND TENSIONS IN THE DYNAMICS OF PUBLIC SCIENCE EDUCATION TEXT PRODUCTION". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17108@1.
Pełny tekst źródłaStreszczenie:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta tese discute aspectos relativos à mudança discursiva que vem ocorrendo no campo da educação em ciências, na qual a finalidade de educação para a cidadania assume uma posição central. Com o objetivo de identificar e situar as tensões inerentes a essas mudanças e as perspectivas sobre cidadania que aí se inscrevem, nos debruçamos sobre as relações que se estabelecem nas ações de regulação governamental da produção de livros didáticos para a educação pública brasileira. Para isso, nos apoiamos no arcabouço teórico-metodológico da análise crítica do discurso, perspectiva que considera os textos como integrantes das práticas sociais e busca discernir como os discursos tomam parte e orientam as mudanças. Esta visão enfatiza o caráter socialmente e historicamente situado dos textos e destaca relação dialética entre os discursos e as práticas sociais, ou seja, os textos modulam as práticas sociais, ao mesmo tempo em que são modulados por elas. A proposta metodológica da ACD - no que tange a abordagem das relações discursivas que se configuram nos eventos sociais - opera com o conceito de interdiscursividade e as categorias de discursos, gêneros e estilos, elaboradas a partir do diálogo com as contribuições dos estudos da linguagem desenvolvidos por Bakhtin, Foucault, Halliday e Bernstein e das noções de ideologia e hegemonia. Com base nessa perspectiva analítica abordamos os discursos sobre educação em ciências e cidadania que se inscrevem nos textos do Programa Nacional dos Livros Didáticos, a política governamental de avaliação e compra dos livros didáticos para a educação pública e os textos dos livros de ciências no sentido de apreender os sentidos que a cidadania adquire nesta cadeia de textos. Nossas análises apontam para uma recontextualização dos discursos sobre ciência e cidadania que circulam no campo da educação em ciências no texto do PNLD. Nesse movimento, os debates do campo da pesquisa em educação em ciências são recontextualizados na forma de uma retórica de conclusões, por meio de uma série de prescrições e asserções, adotando uma estratégia comunicativa típica das reformas, baseada na asserção de rupturas e substituições de um modelo por outro, que apagam as tensões inerentes às mudanças. De modo diferente, no caso dos livros didáticos analisados nossas análises apontam que estas tensões estão profundamente marcadas nos textos, o que ressalta o caráter de luta hegemônica entre as práticas estabelecidas e as tentativas de mudança.
This thesis discusses aspects relating to the discursive change that is occurring in the field of science education, in which the purpose of citizenship assumes a central position. With the purpose of identifying and situating the tensions inherent to these changes and the different perspectives on citizenship, we discuss the relations established in the governmental regulation actions of school science textbooks production. Our analysis were based on the Critical Discourse Analysis framework, an methodological approach that considers texts as components of social practices and searches on comprehend how discourses figures in these practices and orientate social changes. In this perspective, texts are pointed out as a social and historical construction and in a dialectical relation with discourses and social practices. Critical discourse Analysis methodological framework works with de concept of interdiscursivity and the categories of discourses, genres and styles, elaborated in the dialogue with the contributions of the language studies developed by Mikhail Bakhtin, Michel Foucault, Michael Halliday and Basil Bernstein and with the notions of ideology and hegemony. Based on this framework, our analysis of the discourses on science education and citizenship were performed in a set of texts of the Programa Nacional do Livro Didático (PNLD), the public policy of evaluation and purchase of school textbooks and in a set extracted from the textbooks, with the goal of apprehending the meanings of citizenship in this textual chain. Our analysis points to a recontextualization of the debates on science and citizenship performed in the field of science education research in PNLD’s texts. In these movements, the debates are recontextualized in the form of a set of prescriptions and assertions, adopting a communicative strategy typical of the educational reforms, based on ruptures and replacements, which wipes off the tensions inherent to changes. Differently, the analysis of the textbooks points that these tensions are deeply marked on the text, which stresses the character of hegemonic struggle between the established practices and the attempts to change.
23
Matsuoka, Warren Eiji. "The vocabulary of L1 senior secondary science textbooks: creating word lists to inform EFL teaching of science-oriented students". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/12937.
Pełny tekst źródłaStreszczenie:
L2 studies examining the relationship between vocabulary knowledge and reading comprehension have found that many EFL students entering university lack the vocabulary knowledge to comprehend L1 academic texts even after at least six years of English language study (e.g., Hui, 2004; Joyce, 2003; Li, 2008). Science-oriented undergraduate students and other non-English major students in particular have been found to have relatively small vocabulary sizes: knowledge of only the first 1,000 to 2,000 most frequent words of English (e.g., Cobb & Horst, 2001; Hsu, 2014; Nurweni & Read, 1999). However, the reason for this difficulty in comprehending texts at the tertiary level may not only be due to the students’ poor vocabulary size but also specifically to the types of English words they had been exposed to and learned in the EFL secondary school classroom. Therefore, in order to inform EFL teaching of science-oriented, university-bound students, the present study aimed to 1) determine the vocabulary demands of L1 senior secondary (i.e., Year 11 and Year 12; for students aged 16 to 18 years) biology, chemistry and physics textbooks written to prepare students in Australia for Year 12 exams; 2) identify the most frequent, wide-range words occurring across and within the biology, chemistry and physics textbooks (also referred to as pure science textbooks in the present study) in order to create a science specific and three subject specific word lists; 3) evaluate the coverage of the lists over various pure science and non-pure science text types; and 4) compare the lists to existing academic and science specific word lists made for use in TESOL. This study found, inter alia, that knowledge of the words making up the science specific and subject specific word lists may enable the L2 reader to obtain the minimal lexical coverage needed for assisted comprehension of pure science textbooks at the senior secondary level and to a lesser extent of those at the tertiary level.
24
Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.
Pełny tekst źródłaStreszczenie:
Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
25
Al-Barakat, Ali Ahmad Ghaleb. "Primary science textbooks as a teaching and learning resource in the United Kingdom and Jordan". Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368305.
Pełny tekst źródła
26
Van, Heerden Lesley Lynne. "An investigation into the readability of the grade 10 physical science textbooks : a case study". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1013365.
Pełny tekst źródłaStreszczenie:
In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
27
Johnson, Douglas Alan. "A consumer study evaluating the extent technology education textbooks use 1993 benchmarks for science literacy". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999johnsond.pdf.
Pełny tekst źródła
28
Zorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.
Pełny tekst źródłaStreszczenie:
Abstract
This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum project textbook series, Connected Mathematics 2; and one non-NSF funded curriculum project, the University of Chicago School Mathematics Project (UCSMP).
A framework was developed to distinguish the characteristics in the treatment of geometric transformations and to determine the potential opportunity to learn transformation concepts as measured by textbook physical characteristics, lesson narratives, and analysis of student exercises with level of cognitive demand. Results indicated no consistency found in order, frequency, or location of transformation topics within textbooks by publisher or grade level.
The structure of transformation lessons in three series (Prentice Hall, Glencoe, and UCSMP) was similar, with transformation lesson content at a simplified level and student low level of cognitive demand in transformation tasks. The types of exercises found predominately focused on students applying content studied in the narrative of lessons. The typical problems and issues experienced by students when working with transformations, as identified in the literature, received little support or attention in the lessons. The types of tasks that seem to embody the ideals in the process standards, such as working a problem backwards, were found on few occurrences across all textbooks examined. The level of cognitive demand required for student exercises predominately occurred in the Lower-Level, and Lower-Middle categories.
Research indicates approximately the last fourth of textbook pages are not likely to be studied during a school year; hence topics located in the final fourth of textbook pages might not provide students the opportunity to experience geometric transformations in that year. This was found to be the case in some of the textbooks examined, therefore students might not have the opportunity to study geometric transformations during some middle grades, as was the case for the Glencoe (6, 7), and the UCSMP (6) textbooks, or possibly during their entire middle grades career as was found with the Prentice Hall (6, 7, Prealgebra) textbook series.
29
Pickle, Maria Consuelo (suzie) Capiral. "Statistical Content in Middle Grades Mathematics Textbooks". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4203.
Pełny tekst źródłaStreszczenie:
Statistical Content in Middle Grades Mathematics Textbooks
Maria Consuelo (Suzie) Capiral Pickle
Abstract
This study analyzed the treatment and scope of
statistical concepts in four, widely-used, contemporary, middle
grades mathematics textbook series: Glencoe Math Connects,
Prentice Hall Mathematics, Connected Mathematics Project, and
University of Chicago School Mathematics Project. There were
three phases for the data analysis. Phase 1 addressed the location
and sequence of the statistical concepts. Phase 2 focused upon an
examination of the lesson narrative, its components and scope.
Phase 3 analyzed the level of cognitive demand required of the
students to complete the exercises, and the total number of
exercises per statistical concept. These three phases taken
together provided insight into students' potential opportunity to learn
statistical topics found in middle grades mathematics textbooks.
Results showed that concepts, such as measures of central
tendency, were repeated in several grades while other topics such
as circle graphs were presented earlier than the recommendations
in documents such as the National Council of Teachers of
Mathematics Principles and Standards (2000) and the Common
Core State Standards (2010). Further results showed that most of
the statistical content was found in a chapter near the end of the
book that would likely not be covered should time run short. Also,
each textbook had a particular lesson narrative style. Moreover,
most of the statistical exercises required low level cognitive
demand of the students to complete the exercises, potentially
hindering the development of deep understanding of the concepts.
30
Guthrie, Janice Marie. "The effect of the use of Christian-published science textbooks on the ACT Science Reasoning Subtest Scores of Midwest Christian High Schools". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Pełny tekst źródła
31
Hanks, Joseph H. "Alignment Between Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4174.
Pełny tekst źródłaStreszczenie:
The goal of the most recent science education reform movement in the U.S. is science literacy for all Americans. Science literacy among U.S. students remains low, however, as compared with students in other industrialized countries, and is lowest among English Language Learner (ELL) students. Although there are barriers to developing science literacy for all adolescent students, ELL students often experience additional barriers that make developing science literacy even more challenging without support. Because textbooks are often heavily relied upon by secondary science teachers, the opportunity for many ELLs to develop science literacy may depend upon the support for these students included in science textbooks. Many textbook publishers have included textual tools for teaching ELLs in the teacher's editions of science textbooks they claim will help teachers support the learning of ELLs in the ways that are recommended by national standards, which describe appropriate science content, pedagogy, and language supports. These standards, referred to in this study as ELL standards, include the Benchmarks for Science Literacy, the CREDE standards, the WIDA standards, and the TIMSS standards. The purpose of this descriptive qualitative content analysis was to determine how the textual tools for teaching ELLs found in three widely used secondary biology textbooks in the U.S. are aligned with the ELL standards. All textual tools were read, reread, and coded using the ELL standards as a priori coding categories. The results indicate that some of the textual tools in the biology textbooks align with the ELL standards. However, the frequency of alignment between the textual tools and the ELL standards is not high. Further, many of the instances of alignment between the textual tools and the ELL standards are implicit, rather than explicit, indicating that the alignment between them is weak. Finally, many of the textual tools that are aligned with the ELL standards are only aligned with one of the categories within a given standard and ignore other, important, categories. It is recommended that textbook publishers update the textual tools for teaching ELLs in future editions of their textbooks to make them more aligned with the ELL standards. It is further recommended that secondary science teachers be better prepared so they will not have to rely on the textual tools for teaching ELLs in their instruction.
32
Jacoby, Brian Arthur. "The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study". Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22588.
Pełny tekst źródłaStreszczenie:
Instrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided.
33
Clark, Jonathan, i Jonathan Clark. "An ethnographic investigation into the development and trialing of more accessible text materials for second language teaching and learning in physical science". Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/23665.
Pełny tekst źródłaStreszczenie:
This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.
34
Yamada, Aoi. "On the 'hill of science' : a comparative study of Emily Dickinson's poetry and Mount Holyoke textbooks". Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265197.
Pełny tekst źródła
35
Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.
Pełny tekst źródłaStreszczenie:
Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks.
This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.
36
Gericke, Niklas. "Science versus School-science : Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding". Doctoral thesis, Karlstads universitet, Avdelningen för biologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.
Pełny tekst źródłaStreszczenie:
In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools. Using the History and Philosophy of Science as my point of reference, I identified and categorized five multiple historical models of gene function: the Mendelian model, the classical model, the biochemical-classical model, the neoclassical model and the modern model. I then developed a research instrument to be used to analyse how these models are transformed within the educational system via textbooks. Biology and chemistry textbooks from Sweden, as well as a number from English speaking countries, were studied. The models used to describe gene function in the textbooks were investigated, as were the conceptual changes between the actual models and the way they are presented in textbooks. Finally I studied how the transformed science in textbooks is understood by students. I found that all the multiple historical models were used implicitly in the textbooks. The older historical models were presented more frequently, resulting in a simplified and deterministic description of genetics. Throughout the textbooks a specific model was usually described in a particular subject matter context. The models used in the textbooks were usually hybrid models consisting of features from several of the historical models, thus creating incommensurability. The textbooks do not provide any epistemological foundations to facilitate readers’ understanding of the implications of multiple models. Furthermore my results show that, when reading the textbooks, students’ have difficulties in detecting the use of multiple models, incommensurability, and the conceptual changes that occur in a content-specific context such as gene function. Overall, students’ understanding of the use of multiple models, conceptual change, and incommensurability reflects the way in which they are depicted in the textbooks. Students’ domain-specific difficulties in understanding genetics might therefore be due to the way science is transformed into school science. These findings indicate the importance of epistemological aspects in the transformation of science into school science, i.e. science as a way of knowing, not only for students’ understanding of the nature of science, but also for their understanding of the conceptual knowledge. The degree to which school science should mimic the academic discipline, as well as an understanding of what is lost in the transformation of science into school science, are key issues discussed in the thesis.
37
Gericke, Niklas. "Science versus school-science : multiple models in genetics : the depiction of gene function in upper secondary textbooks and its influence on students' understanding /". Karlstad : Faculty of Social and Life Sciences, Biology, Karlstads universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.
Pełny tekst źródła
38
Hsiung, Hansun. "Republic of Letters, Empire of Textbooks: Globalizing Western Knowledge, 1790-1895". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493605.
Pełny tekst źródłaStreszczenie:
This dissertation seeks to answer two overarching questions: what was “Western knowledge” in the nineteenth century, and how did it become a global knowledge form? I do so by sketching a transnational history of the networks and practices that moved “Western knowledge” into Japan, the first non-Western country to putatively “modernize,” from the period roughly preceding the Napoleonic Wars until the end of the First Sino-Japanese War. Using archival materials from four countries and in seven languages, I contend the following: 1) that “Western knowledge” globalized primarily through the form of cheap educational print, represented by the modern textbook, rather than through major canonical works; 2) that Japan’s access to and understanding of these textbooks was mediated by multiple sites of print production across South, Southeast, and East Asia; 3) that the constant mediation of these textbooks through circulation transformed “Western knowledge” into something utterly different by the time it reached Japan. The dissertation is thus both a rehabilitation of textbooks as dynamic epistemic tools, and a deconstruction of “Western knowledge” as a series of global movements and transformations in print, thereby transcending any easy binary of knowledge “Eastern” and “Western.” In the process, I intervene in ongoing debates in intellectual history, book history, and the history of science, bringing them together in a reevaluation of the history of modernity at large.
Chapter 1 begins by examining the case of a popular Dutch educational periodical as it traveled from the Netherlands, through colonial Java, and into Japan. I highlight the material transformations undergone by books during the course of their circulation, and demonstrate how the integrity of “Western knowledge” was destabilized by the fragility of the physical artifacts that carried it.
Chapters 2 and 3 then examine the role of Chinese port towns in the circulation of textbooks to Japan. In Chapter 2, I trace the movement of a British textbook for deaf students to Hong Kong then into Nagasaki. The function of textbooks may be to teach, but the globalization of textbooks is often, I argue, a story of how disparate audiences give radically different answers to the question of what content, exactly, is actually being taught. At the same time, as I demonstrate in Chapter 3, there are also cases of unexpected convergence between ideologically opposed actors. Textbooks, for instance, functioned as a site of convergence between Christian missionaries in China, and the nominally anti-Christian shogunate in Japan.
Chapter 4 switches narrative strategies to move away from textbooks themselves, and instead focus on the lives of key actors in the textbook economy. Specifically, I recover two forgotten figures of the early Meiji period instrumental to the history of textbook circulation: John Hartley, a British bookseller in Yokohama, and Jakob Kaderli, an itinerant Swiss adventurer and textbook author in Edo-Tokyo. Finally, Chapter 5 turns to mid- and late Meiji in order to examine why textbooks, despite their importance, vanished from the record of Japanese modernity, leading to the rise of a new paradigm of Western knowledge.East Asian Languages and Civilizations
39
Bertoch, Kailie Ann. "Language Use in Mathematics Textbooks Written in English and Spanish". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4347.
Pełny tekst źródłaStreszczenie:
Research has suggested that although mathematics is a universal language, the notation, algorithms, and language in which it is taught varies from country to country. The literature has addressed the challenges associated with understanding the language of mathematics in English. Variable is a topic of mathematics where the literature has documented students' difficulty understanding the language of mathematics. Part of that difficulty is attributed to the fact that mathematics and English each have their own register and at times the differences in these registers conflict. This study examined the introduction and use of variable in the middle school textbooks of three English speaking countries and three Spanish speaking countries. The results of this study are that textbooks rarely make any attempt to use bridging language, and do not explain to students how they are using variable when they use it. The results of this study also show that the language used to talk about variable is similar English (Spanish) speaking countries.
40
Delgato, Margaret H. "Considerations of multicultural science and curriculum reform : a content analysis of state-adopted biology textbooks in Florida". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002806.
Pełny tekst źródła
41
Delgato, Margaret H. "Considerations of Multicultural Science and Curriculum Reform: A Content Analysis of State-Adopted Biology Textbooks in Florida". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/1929.
Pełny tekst źródłaStreszczenie:
The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by comparing the mainstream content to indigenous knowledge perspectives portrayed in the student and teacher editions of 34 textbooks adopted in Florida within the last four adoption cycles occurring from 1990 to 2006. The investigation involved a content analysis framed from a mixed methods approach. Emphasis was placed, in consideration of the research questions and practicality of interpreting text with the potential for multiple meanings, within qualitative methods. The investigation incorporated five strategies to assess the extent of multicultural content: 1) calculation of frequency of indigenous representations through the use of a tally; 2) assessment of content in the teacher editions by coding the degree of incorporation of multicultural content; 3) development of an archaeology of statements to determine the ways in which indigenous representations were incorporated into the content; 4) use of the Evaluation Coefficient Analysis (ECO) to determine extent of multicultural terminologies within content; and 5) analysis of visuals and illustrations to gauge percentages of depictions of minority groups. Results indicated no solid trend in an increase of inclusion of multicultural content over the last four adoption cycles. Efforts at most reduced the inclusion of indigenous representations and other multicultural content to the level of the teacher edition distributed among the teacher-interleafed pages or as annotations in the margins. Degree of support of multicultural content to the specific goals and objectives remained limited across all four of the adoption cycles represented in the study. Emphasis on standardized testing appeared in the six textbooks representing the most recent adoption cycle. Recommendations included increased efforts to identify quality of content by including input from scholars in the field of multicultural education as well as indigenous peoples in the creation of textbook content. Recommendations also included further clarification of the definition of science within multicultural science education frameworks, indigenous knowledge as compared to Western science and pseudoscience, and scientific literacy as a central focus to a multicultural science education meant to address the needs of an increasingly diverse student population and prime-age workforce.
42
Prows, Lisbeth S. "Science and literature: An integrated model". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.
Pełny tekst źródła
43
Hodgins, Dennis A. "The notion of evidence in science textbooks". 1992. http://hdl.handle.net/1993/18550.
Pełny tekst źródła
44
"An analysis of grade 9 natural sciences textbooks for the nature of science". Thesis, 2015. http://hdl.handle.net/10210/14812.
Pełny tekst źródłaStreszczenie:
M.Ed. (Education)This study is an analysis of Grade 9 Natural Sciences textbooks for their representation of the nature of science. The textbooks analysed are CAPS compliant and approved by the Department of Basic Education. Like any other modern education system in a democratic dispensation, the South African education system has undergone several curricular changes post- independence (1994). These changes have been due to, but not limited by, factors pertaining to political and economic reforms. Curricular revisions have spanned a period of almost 20 years, commencing with Curriculum 2005 (C2005) to the current revised Curriculum and Assessment Policy Statements (CAPS). Science curriculum documents subscribe to the tenets of the nature of science (Lederman, 2007). Bell (2008) suggests that science is best defined by its characteristics, otherwise known as the tenets of NOS. Eleven key aspects of NOS that are intricately related to the basic tenets of science derived by Lederman (2007) form the analytical framework used in this study. The aspects are: Empirical; Inferential; Creative; Theory-driven; Tentative; Myth of the scientific method; Scientific theories; Scientific laws; Social dimensions of science; Social and cultural embeddedness of science and Science vs. pseudoscience. These aspects further formed a detailed scoring rubric to record the extent to which NOS is represented in the units of analysis, which comprise complete paragraphs, activities, worked examples, figures with captions, tables with captions, charts with captions, and marginal comments of the sampled topics ...
45
王彩芬. "Contents Analysis of Elementary Science and Technology Textbooks". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/93905235009362053245.
Pełny tekst źródła
46
Swanepoel, Sarita. "The assessment of the quality of science education textbooks : conceptual framework and instruments for analysis". Thesis, 2010. http://hdl.handle.net/10500/4041.
Pełny tekst źródłaStreszczenie:
Science and technology are constantly transforming our day-to-day living. Science
education has become of vital importance to prepare learners for this everchanging
world. Unfortunately, science education in South Africa is hampered
by under-qualified and inexperienced teachers. Textbooks of good quality can assist
teachers and learners and facilitate the development of science teachers. For
this reason thorough assessment of textbooks is needed to inform the selection of
good textbooks.
An investigation revealed that the available textbook evaluation instruments are
not suitable for the evaluation of the physical science textbooks in the South
African context. An instrument is needed that focusses on science education textbooks
and which prescribes the criteria, weights, evaluation procedure and rating
scheme that can ensure justifiable, transparent, reliable and valid evaluation results.
This study utilised elements from the Analytic Hierarchy Process (AHP) to
develop such an instrument and verified the reliability and validity of the instrument’s
evaluation results.
Development of the Instrument for the Evaluation of Science Education Textbooks
started with the formulation of criteria. Characteristics that influence the
quality of textbooks were identified from literature, existing evaluation instruments
and stakeholders’ concerns. In accordance with the AHP, these characteristics
or criteria were divided into categories or branches to give a hierarchical
structure. Subject experts verified the content validity of the hierarchy.
Expert science teachers compared the importance of different criteria. The data
were used to derive weights for the different criteria with the Expert Choice computer
application. A rubric was formulated to act as rating-scheme and score
sheet. During the textbook evaluation process the ratings were transferred to a
spreadsheet that computed the scores for the quality of a textbook as a whole as
well as for the different categories.
The instrument was tested on small scale, adjusted and then applied on a larger
scale. The results of different analysts were compared to verify the reliability of
the instrument. Triangulation with the opinions of teachers who have used the
textbooks confirmed the validity of the evaluation results obtained with the instrument.
Future investigations on the evaluation instrument can include the use
of different rating scales and limiting of criteria.Thesis (M. Ed. (Didactics))
47
歐陽小雪. "Contents analysis of elementary science textbooks used in mainland China". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/79122587464218587968.
Pełny tekst źródłaStreszczenie:
碩士臺北市立師範學院
科學教育研究所
91
Contents Analysis of Elementary Science Textbooks Used in Mainland China The main purpose of the research is to analyze the contents of natural science textbooks used in mainland China, as well as to have a better understanding of the usage of natural science textbooks here on Taiwan and there on mainland China. All this done is in the hope that we may contribute some reference to our educational authorities in terms of editing natural science books, assisting teachers editing natural science books and instructing the subject. Our approach to conduct this research is based on document-analysis method and content-analysis method. The word “content” refers to the items, themes, tables, teaching activities, sentences, and the ideology hidden in the illustration seen in the textbooks. Our subject covers from Book1 to Book12 of the set “The First-Six-Year Natural Science Textbooks in the Nine-Year Obligatory Education”, published by People Education Publication. And, the set of “Elementary Natural Science” from Book1 to Book12, published by our National Editing Center, was chosen for comparison. The research tool used in this research is item-analysis table. The analysis unit is Unit. The analysis is mainly quantity-oriented and partly quality-oriented. The score’s credibility is used to test the credibility of the research. In terms of data processing, we resort to the times and the percentages mainly to analyze the quantity. Furthermore, we cite the contents in the textbooks for descriptions and explorations in the analysis of quality. According to the research results, the main findings are as follows: 1. If classified, topics that cover physics and biology take the most pages, followed by earth science, chemical, and so on. A great gap between any two books is found; plus, all the units are subject-oriented. 2. The contents of the secondary sciences textbooks are on the basis of the elementary sciences textbooks. The contents of the textbooks are adequately involved with the history of science. Besides, tables and illustrations are used to coincide with the instruction process. 3. Diversity in the natural science textbooks used in the elementary school is noticed. Direct description, recording and observing are emphasized, which is the reason why the teaching pattern is mainly based on “speaking, doing, and writing”. Teachers conduct the learning process. The cooperation and group discussion are quite rare among the students. 4. As far as ideology is concerned, we learned of three phenomena. (1) In view of the numbers of both genders and the roles both genders play, the textbooks used in main land China prefer boys to girls. Also, the concept that men should work outsides and women should take care of domestic affairs still exists. (2) Words and illustrations are used to present patriotism and pass down the idea to love one’s home and country. (3) By means of the application of science on materials and one’s life, the usefulness of science is stressed. Key words: mainland China, science textbooks, and contents analysis
48
CHEN, YI-CHUN, i 陳怡君. "The Content Analysis of Science Textbooks for Junior High School". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/vem33r.
Pełny tekst źródłaStreszczenie:
碩士明道大學
課程與教學研究所
106
The Content Analysis of Science Textbooks for Junior High School Abstract The purpose of the study was to analyze the differences between the illustrations of physical and chemical contents in Science textbooks for junior high school. The study was to investigate the space that illustrations use and ways that illustrations presenting and to discuss the functions that illustrations have in textbooks. It is expected to find out the differences between the versions of Science textbooks .The content analysis method was adopted in this study. Take the three versions of Kangxuan, Hanlin and Nanyi on book 6 of physical and chemical contents in Science textbooks for junior high school was used as a research sample. The study found that：（1）The K version accounted for about 29.94% of the textbooks, and the H version accounted for about 27.96% of the textbooks,and the N version accounted for about 24.55% of the textbooks. （2）The illustrations of the three versions are all presented with a higher percentage of the graphic illustrations. The K version accounted for about 64.30% of the total inlay area, and the H version accounted for about 67.38% of the total inlay area,and the N version accounted for about 66.58% of the total inlay area.（3）With represent to the functional illustrations in the three versions, organizational flow illustrations all rate the highest and decorative illustrations all rate the lowest in every versions. The organizational flow illustrations of the K version accounted for about 32.40% of the total inlay area, and the organizational flow illustrations of the H version accounted for about 25.39% of the total inlay area,and the organizational flow illustrations of the N version accounted for about 38.02% of the total inlay area. The decorative illustrations of the K version accounted for about 0.68% of the total inlay area, and the decorative illustrations of the H version accounted for about 0.48% of the total inlay area,and the decorative illustrations of the N version accounted for about 0.33% of the total inlay area.（4）The three versions all focus on the organizational flow illustrations and simple performance illustrations.However, the total inlay area of the third and fourth places in the K version are structured illustrations and situation-directed illustrations.The total inlay area of the third and fourth places in the H version are situation-directed illustrations and symbolic illustrations. The total inlay area of the third and fourth places in the N version are structured illustrations and statistics illustrations. According to the research results, provide teachers with reference to textbooks. Keywords：junior high school, science, textbook, content analysis, illustration
49
Padayachee, Keshni. "A study on the analysis and use of life sciences textbooks for the nature of science". Thesis, 2013. http://hdl.handle.net/10210/8379.
Pełny tekst źródłaStreszczenie:
M.Ed. (Science Education)The South African current school curriculum, namely the National Curriculum Statement, is underpinned by outcomes-based education. The subject Biology (in the Nated 550 curriculum) has been changed to “Life Sciences” and the learning outcomes for Life Sciences are representative of the four themes of the Nature of Science (NOS), namely, science as a body of knowledge, science as a way of investigating, science as a way of thinking, and the interaction of science technology and society. The many changes made from the previous curriculum that accompanied the new curriculum left many teachers reliant on textbooks to plan, guide and inform their teaching and learning activities in the classroom. My study is concerned with the representation of the NOS in Grade 10 South African Life Sciences classrooms. I have conducted my study in two phases. The purpose of Phase One was to analyse three Grade 10 Biology textbooks and three Grade 10 Life Sciences textbooks for the representation of the NOS. A qualitative content analysis methodology was used in the analysis of textbooks, and my study adopted a textbook analytical tool designed by Chiappetta, Sethna and Fillman (2004), using the four broad NOS themes of the mentioned above. The purpose of Phase Two of the study was to observe how teachers use Life Sciences textbooks in their teaching in order to infuse the NOS. A qualitative interpretive case study was the selected methodology for this part of the study. Three practicing Life Sciences teacher-participants were invited to an in-depth interview and a lesson observation each. The lesson observations and the interviews were audio-taped and transcribed. The open-coding method was used where the predetermined codes of the NOS were assigned to extracts of the transcriptions. Qualitative data analysis techniques based on the principles of Framework Analysis (Ritchi & Spencer, 1984) were used in Phase One and Phase Two of my study. There are five steps in Framework analysis, namely, (i) familiarization, (ii) identification of a thematic framework, (iii) indexing (open-coding method), (iv) charting, and (v) mapping and interpretation.
50
Huang, Ya Pin, i 黃雅彬. "A study of students'' comprehension of science knowledge representation in junior high school science textbooks". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/02828510526989670364.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
生命科學研究所
92
The purposes of this study were to explore : (1) the distribution of any knowledge representation in science textbooks, and (2) student reading comprehension while reading text that uses different knowledge representation. According to the purposes mentioned above, the research was divided into two steps. The first step involved a content analysis. The knowledge representations were divided into two categories: verbal representation, visual representation. The verbal knowledge representation component contained three parts. They were conceptual description, examples--both positive and negative--and analogies. The visual representation component contained four parts. They were making diagrams, pictures, analogies and charts. Then biological knowledge in textbooks was analyzed. In the second step, a questionnaire was distributed and collected and interviews were conducted in order to explore student reading comprehension after they read different texts having different knowledge representation. With regard to the content analysis, three biological topics were analyzed in three separate textbooks. These topics included the circulatory system, the nervous system, and the digestive system. It was found that there was a 60-70 percent knowledge representation of conceptual description in any textbook. The remaining 30-40 percent were primarily diagrams of visual representation and positive examples of verbal representation. Regardless of which textbook, all three contained very few verbal examples of negative verbal representation. Conversely, there was more varied knowledge representation in functional knowledge than in structural knowledge. The findings for the second step showed that most students had more comprehension when there was visual representation. For low reading ability students, visual representation helped them successfully construct mental models. For students with high reading abilities, visual representation helped them further develop and/or reinforce mental models. When only reading verbal representation were added to examples or analogies, high reading ability students benefited, but low reading ability students did not. Lastly, students had higher text comprehension when they were shown diagrams instead of pictures. The result of this study could provide helpful suggestions for teachers and textbook authors.