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Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, Marília Santos Andrade, Gustavo De Conti Teixeira Costa, Beat Knechtle, Pantelis T. Nikolaidis i Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS". Revista Brasileira de Medicina do Esporte 28, nr 4 (sierpień 2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.
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ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.
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Ardianto, Didit, i Indarini Dwi Pursitasari. "Do Middle School Science Textbook Enclose an Entity of Science Literacy?" JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, nr 1 (1.09.2017): 24–27. http://dx.doi.org/10.33751/jhss.v1i1.369.
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This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.
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Lee, KyeongHwa. "2022 revised elementary Korean textbook development direction: Focusing on 1st and 2nd grade Korean textbooks". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 17 (15.09.2023): 533–43. http://dx.doi.org/10.22251/jlcci.2023.23.17.533.
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Objectives The purpose of this study is to describe the development direction of Korean text ooks according to the 2022 revised Korean language curriculum. Understanding the development direction of new textbooks will help drive changes in Korean language classes in elementary schools.
Methods Through literature research, Schwab (1973)'s four common elements of development were analyzed in terms of subject, learner, teacher, and environment, and the new textbook's revision focus, unit composition system and development method were presented.
Results The focus of revision of new textbooks is textbooks that reflect the fixedness and creation of Korean subjects at the subject level, textbooks that strengthen student initiative at the student level, textbooks that guarantee teacher autonomy in operating the curriculum at the teacher level, and language media Hankyung and Hankyung It is a textbook that covers a virtual environment. The structure of 『Korean』 is composed of preparation → sub-unit 1, sub-unit 2 → practice. And 『Korean Activities』 consisted of skill development → self-reading.
Conclusions Based on these results, the new textbook's revision points and unit composition system were presented. The unit of the new textbook has a unit structure, and the unit structure type is a mixture of goal-centered and text-centered types. in the meantime the unit composition type of Korean textbooks has been goal-centered for about 40 years, from the Korean textbook of the 5th curriculum period in 1987 to the Korean language textbook of the 2015 revised curriculum period. However, in this 2022 revision Korean textbook, the unit composition type has been changed to a mixed type of goal-centered type and text-centered type. changed to a mixed type. This change in unit composition is a big change in the historical aspect of elementary Korean textbooks.
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Kyi, Wai Wai, i Tetsuo Isozaki. "Comparing science curricula in Myanmar and Japan: Objectives and content covered in lower secondary textbooks". Eurasia Journal of Mathematics, Science and Technology Education 19, nr 7 (1.07.2023): em2294. http://dx.doi.org/10.29333/ejmste/13305.
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An analysis of textbooks can lead to a comparison of the curricula in two nations and how curriculum standards determine the textbook content in a developed and developing country. Deductive content analysis was employed to analyze and compare objectives mandated in science curricula in Myanmar and Japan, and the articulation of science textbooks’ content on science curricula’s objectives including approaches to learning and learning of content taught at grade-6 in Myanmar and grade-7 in Japan. The results show that both countries’ curriculum objectives are clearly mandated to cultivate students’ scientific knowledge, skills, and attitudes. The exchanges of knowledge between the two contexts are the analyzed Japanese science textbook’s employment of a step-by-step and detailed scientific inquiry-based approach for the students to learn light and sound concept, and Myanmar’s science textbook’s description of some technical scientific terms in both mother tongue (Burmese) and English.
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Divya, Martin, i J. V. Asha. "Gender in science textbooks". i-manager's Journal on Humanities & Social Sciences 3, nr 3 (2023): 38. http://dx.doi.org/10.26634/jhss.3.3.20221.
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Education is universally acknowledged to benefit individuals and promote national development. If we envision a world that values equality, tolerance and the well-being of all those who live in it, then we need to instill these values in young minds through education in a proper way. It is the educational institutions that mould children's ideas, beliefs, and attitudes and experiences, which they are likely to carry throughout their life. The educational system mostly relies on textbooks that are largely accessed by students and teachers across the country for conveying knowledge and values. Textbooks are a basic vehicle of socialization and have economic and ideological implications. While going through various science textbooks it was felt that gender concerns have not been integrated in a meaningful manner. It may give rise to gender inequalities, i.e. differences between men and women that systematically favor one group. Gender refers to the socially constructed roles, behavior, activities and attributes that a given society at a given time and place considers appropriate for men and women, and boys and girls and the relationships between them. To inculcate a culture of gender equality, science textbooks need to be revised to sieve out words, phrases disparaging women, use of gender-biased visuals, distinct roles and behaviors that are defined for boys and girls, and men and women in a society. Educators and textbook illustrators need to make conscious efforts to overcome the gender biases that creep into science textbook besides science content, by keeping the concepts of gender in mind. The aim of this paper is to consider the overall environment of the science textbooks in relation to gender, and to explore the possibilities of how the textbooks can be used as a powerful lever of social change in propagating gender equality and universal values.
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Heo, Nam Gu. "Comparative Analysis of ｢Geometry｣ and ｢Earth Science II｣ Textbooks on Ellipse Construction". Korean Association For Learner-Centered Curriculum And Instruction 24, nr 1 (15.01.2024): 319–35. http://dx.doi.org/10.22251/jlcci.2024.24.1.319.
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Objectives The purpose of this study is to compare and analyze the meaning and method of ellipse construction of the ｢Geometry｣ and ｢Earth ScienceⅡ｣ textbooks of the 2015 revised curriculum.
Methods To do this, an analysis framework for the meaning and method of ellipse construction was developed, and the contents related to ellipse construction of seven ｢Geometry｣ textbooks and four ｢Earth ScienceⅡ｣ text-books were analyzed in accordance with the analysis framework.
Results First, seven ｢Geometry｣ textbooks and four ｢Earth ScienceⅡ｣ textbooks all suggested activities to mean drawing ellipse. Second, five ｢Geometry｣ textbooks presented the activity of constructing an ellipse using ruler and compass. Third, in the case of the ｢Geometry｣ textbooks, four presented a method of drawing using concen-tric circles, four presented a method of using origami, and five presented a method of drawing using pushpin and thread. Fourth, the same ellipse drawing activity was presented in the four ｢Earth Science Ⅱ｣ textbooks. All text-books presented activities to draw the elliptical orbit of Mars based on observation data, and methods of drawing using pushpin and thread.
Conclusions Since the link between science, mathematics, information, and environmental curriculum is em-phasized, it is necessary to conduct a follow-up study on the curriculum linking mathematics and science based on the results obtained in this study. In addition, research on how to use mathematical technologies in science education has recently been conducted, so follow-up research on various teaching and learning method to con-struct an ellipse orbit such as using mathematical technologies, needs to be conducted in the ｢Earth ScienceⅡ｣ textbook.
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Huang, Ronghuai, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh i in. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts". Sustainability 14, nr 11 (6.06.2022): 6940. http://dx.doi.org/10.3390/su14116940.
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Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.
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Farrow, Robert, Rebecca Pitt i Martin Weller. "Open Textbooks as an innovation route for open science pedagogy". Education for Information 36, nr 3 (25.09.2020): 227–45. http://dx.doi.org/10.3233/efi-190260.
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The paper introduces the UK Open Textbook project and discusses its success factors with regards to promoting open practice and open pedagogy. Textbooks remain a core part of educational provision in science. Open Textbooks are openly licensed academic textbooks, wherein the digital version is available freely, and the print version at reduced cost. They are a form of Open Educational Resource (OER). In recent years a number of openly-licensed textbooks have demonstrated high impact in countries including the USA, Canada and South Africa. The UK Open Textbooks project piloted several established approaches to the use and promotion open textbooks (focusing on STEM subjects) in a UK context between 2017 and 2018. The project had two main aims: to promote the adoption of open textbooks in the UK; and to investigate the transferability of the successful models of adoption that have emerged in North America. Through a number of workshops at a range of higher education institutions and targeted promotion at specific education conferences, the project successfully raised the profile of open textbooks within the UK. Several case studies report existing examples of open textbook use in UK science were recorded. There was considerable interest and appetite for open textbooks amongst UK academics. This was partly related to cost savings for students, but more significant factors were the freedom to adapt and develop textbooks and OER. This is consistent with a range of research that has taken place in other countries and suggests the potential for impact on UK science education is high.
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Joo, Hongbi, i Jihyun Yoon. "Analysis of the Degree of Reflection of the Nature of Science (NOS) in the ‘History of Science Textbook’ according to the 2015 Revised Curriculum". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 19 (15.10.2022): 355–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.355.
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Objectives In the current situation where the existing science textbooks do not fully reflect the nature of science, it is necessary to examine the nature of science shown in textbooks on the history of science and effective use of it. For this purpose, in this study, the ratio of reflection of the nature of science reflected in the 2015 revised curriculum high school science history textbook was analyzed. Methods The subject of analysis was two types of high school history of science textbooks that have been tested, and the analysis frame that adequately reflects the nature of science from the viewpoint of cultivating students' scientific literacy was comparatively reviewed and selected. The selected analysis framework consisted of four areas: the nature of scientific knowledge (area I), the nature of scientific inquiry (area II), the nature of scientific thinking (area III), and the nature of interactions among science, technology and society (area IV). And each area was again composed of detailed sub-areas. Then, the analysis of the history of science textbooks was carried out in the stages of ‘analysis training in the nature of science’, ‘determining analysis units and sampling’, ‘preliminary analysis and reliability measurement’, and ‘main analysis’. Results As a result of the analysis, first, the textbooks on the history of science showed some differences in the reflection ratio for each area, but the four areas of the nature of science were evenly reflected. In particular, the nature of interaction among science, technology, and society (area IV) and the nature of scientific thinking (area III) showed high reflection rates in history of science textbooks. Second, as a result of analysis of each sub-area constituting each area of the nature of science, it was found that the detailed sub-contents were biased. Third, in the history of science textbooks, there was a difference in the reflection ratio for each area of the nature of science for each textbook unit, and finally, as a result of analysis by publisher, the two types of textbooks showed little difference in the reflection ratio by nature of science domain. Conclusions Based on the results of this analysis, we discussed the implications on the use of history of science textbook in terms of educating the nature of science and the direction of improvement of history of science textbook reflecting the social trends of the times.
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Fhilrizki, Salma Ihsani, Siti Alfi Nurdinilah, Tia Sritiawati i Ari Widodo. "Comparison of the Nature of Science Between Thematic and Non-Thematic Science Textbooks in Elementary School". Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, nr 1 (22.02.2022): 126. http://dx.doi.org/10.33394/jk.v8i1.4307.
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This study aims to analyze the differences in the nature of science in thematic textbooks and non-thematic science textbooks in elementary schools. The study approach used is qualitative with a descriptive method. The subjects in this study were thematic textbooks and three non-thematic science textbooks in grade VI elementary school. The data collection technique used is a documentation study by analyzing the concept of the nature of science in each of the essential competencies presented in the book, the results of the analysis in the Textbook are analyzed descriptively and presented in percentage form. This study indicates a difference between aspects of the nature of science in thematic and non-thematic science textbooks in grade VI elementary school. Non-Thematic textbooks have a higher percentage of science's nature than the nature of science in thematic textbooks. The product aspect has the highest rate, 97%, and the lowest aspect is the creativity aspect, which is 25%. This study is fundamental to analyze in detail the components of science's nature, which can later be used as a basis by teachers in choosing science textbooks in elementary schools so that learning can be carried out correctly and the nature of science can be taught to students.
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Markóczi Revák, Ibolya, Virág Fehér i János Máth. "ENERGY AWARENESS EDUCATION APPEARING IN NATURAL SCIENCES TEXTBOOKS FROM GRADE 1 TO 12". Journal of Baltic Science Education 22, nr 3 (20.06.2023): 470–92. http://dx.doi.org/10.33225/jbse/23.22.470.
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At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA. Keywords: energy awareness, science textbooks, quantitative assessment
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Fisher, Matthew R. "Evaluation of Cost Savings and Perceptions of an Open Textbook in a Community College Science Course". American Biology Teacher 80, nr 6 (1.08.2018): 410–15. http://dx.doi.org/10.1525/abt.2018.80.6.410.
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Open textbooks are free, online resources that can replace traditional textbooks and save students money. The costs of traditional textbooks continue to increase, and this can particularly affect at-risk, low-income students. Few studies have analyzed student perceptions of open textbooks and how they influence academic achievement, but the emerging trend is positive. In the present study, I assessed student perceptions of an open textbook and calculated the subsequent cost savings. Although there were some limitations to my study, such as a low sample size, my results closely mirror previous studies in that most students had favorable opinions of the open textbook and would prefer to use them over traditional textbooks. The average cost savings per student was $81 for one course, determined using a novel method that does not assume all students buy new textbooks. These savings were likely important to the students, the majority of whom worked five hours or more and have received Pell Grants or other tuition waivers.
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Nugroho, Endik Deni, Vlorensius Vlorensius, Laila Rasidah H. i Nur Anisa. "The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade". Jurnal Pendidikan Biologi Indonesia 3, nr 2 (20.06.2017): 114. http://dx.doi.org/10.22219/jpbi.v3i2.3904.
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Based on the early observation by researchers of the two Science textbooks 7th Grade about biological material, 1st and 2nd semester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.
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Kang, Jun-Soo, i Kyung-Whan Cha. "Lexical and Syntax Features of Listening Sections in English 1 Textbook: Corpus-based Analysis". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 11 (15.06.2023): 119–32. http://dx.doi.org/10.22251/jlcci.2023.23.11.119.
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Objectives This analysis deals with nine English I textbooks for the 2015 revised curriculum. We investigated the lexical and syntactic features of the text in the listening section activities.
Methods To verify lexical features, the quantity of vocabulary words, vocabulary types, and terms with high frequency by publisher were verified, as well as the figures of lexical variety. The average word length and sentence length for each textbook, as well as the high frequency of frequent exposure, were studied in order to analyze the syntactic features. Each textbook's English listening section was compiled as a corpus file for each chapter, and the findings were analyzed by the WordSmith 7.0 tool.
Results A total of 26,671 vocabulary words were collected, and 3,569 corpus types were identified. The lexical features revealed that among the nine textbooks in the listening section activity, the textbook with the largest vocabulary contained approximately 4,000 words, while the textbook with the least vocabulary contained about 2,000 words. In nine textbooks, the percentage of verbs and nouns was fairly high. The average length per word was 4.11, and the average length per sentence was 8.23, as a result of the syntactic features.
Conclusions It will be important to provide suggested basic vocabulary independently, as well as to alter so that there is no significant variation among textbooks. Furthermore, it implies that teachers may grasp the variations in the textbooks and resolve learning deviations with supplemental materials for learners to use.
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Dhitareka, Putra Habib, Arif Hidayat i Parsaoran Siahaan. "Comparison of Nature of Science Profile in Indonesia, Malaysia, and Singapore Secondary Science Textbooks: Case of Electricity Lesson". Jurnal Penelitian Pendidikan IPA 8, nr 5 (30.11.2022): 2299–306. http://dx.doi.org/10.29303/jppipa.v8i5.1878.
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Nature of Science is a significant element in science education, especially for the linkages to scientific literacy. As one of an educational support for both teachers and students, textbooks become crucial for teaching and learning. Textbooks may elicit NOS understanding for students and guide teacher to deliver NOS understanding. The way to make better process and outcome, integration of NOS into the textbooks comprehensively is crucial. To get a better understanding of NOS within the diverse framework, an inclusive framework is needed to get better understanding, thus, Family Resemblance Approach is chosen. This study aims to identify the profile of NOS integration and NOS quality in secondary science textbooks by comparing different textbook from three neighboring countries (Indonesia, Malaysia, and Singapore). Descriptive research design with content analysis method conducted to identify the documents using the Family Resemblance Approach to NOS as the analytical framework. The results show that Indonesian textbooks presenting most abundance of NOS, but contain most materials delivered and the quality is mainly at low level. Malaysian textbooks contain the least representation but contain well proportion for the quality and materials presented. Singapore textbooks is least materials with abundance of NOS and consist of high-level quality of NOS. This may lead the conformity of the significance of textbooks elicited students understanding of NOS
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Milaras, Milton, i Tracey McKay. "Marginalisation of ‘global South’ epistemics: the case of a soil science textbook". Scholarship of Teaching and Learning in the South 3, nr 2 (27.09.2019): 31–48. http://dx.doi.org/10.36615/sotls.v3i2.93.
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Scientific textbooks are often seen as critical teaching and learning tools for undergraduate students. Furthermore, textbooks can shape and define students’ comprehension and internalisation of academic disciplines. Despite this, textbooks are not necessarily error free. Additionally, textbooks can be laden with hidden representational presumptions and biases, foregrounding a particular culture, knowledge system, or hegemonic world-view. This can include the epistemology of the ‘global North’. How appropriate it is to prescribe such textbooks in the ‘global South’ is, therefore, debatable. Thus, this research represents an attempt to determine the suitability of a soil science textbook – produced in the global North – for use in the global South, specifically the South African context. Accordingly, one particular textbook, in use at some South African universities, was analysed using textual analysis, in order to ascertain its applicability within the context of an Africanised curriculum. The study found that, despite the publisher’s claim of ‘universality’, the book presents soil science knowledge as written with a northern geographical setting in mind and for a Western European or North American audience. Thus, for South Africa, with its radically different geographical, cultural, and soil conditions, the textbook is inappropriate and may even be moulding a particular global North worldview. On this basis it is recommended that academics of the global South adopt a critical approach when selecting textbooks; as well as actively promote and write textbooks directly suited to an African setting.
How to cite this article:
MILARAS, Milton; MCKAY, Tracey. Marginalisation of ‘global South’ epistemics: the case of a soil science textbook. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 31-48. Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=93&path%5B%5D=45
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Syamsuri, M. Mahfudz Fauzi, i Noor Fadiawati. "Inorganic Chemistry Textbook-Integrated Science and Religion as Characteristics of Islamic Higher Education". THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 5, nr 1 (19.07.2022): 56. http://dx.doi.org/10.21043/thabiea.v5i1.12525.
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Nowadays, studies related to the integration between religion and science were attracting the interest of many researchers from religious universities in order to confirm the paradigm of the general public about the dichotomy between religion and science. This study used the ADDIE instructional design to develop an inorganic chemistry textbook that was integrated with science and religion, describing the textbook's characteristics as well as responses from lecturers and students about the developed textbook. This textbook's features are based on chemical representations (macroscopic, submicroscopic, and symbolic) and are integrated with Qur’an verses and research findings. Validators have given an excellent assessment of the aspects of construction, readability, content suitability, and presentation of the material from the developed textbook with percentages of 100%, 92.5%, 96.88%, and 88.57%, respectively. Lecturers have responded favorably to aspects of content suitability and presentation, as well as attractiveness and usefulness. The graphic aspect, as well as the attractiveness, have elicited very positive responses from students. Based on this, the developed textbooks could be approved for use.
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Bain, Kalyani. "Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh". Asian Journal of Education and Social Studies 49, nr 4 (4.12.2023): 70–83. http://dx.doi.org/10.9734/ajess/2023/v49i41189.
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This study aimed to explore the sequence of contents in the Primary science curriculum of Bangladesh at the intended level. The current Primary curriculum has been in implementation throughout Bangladesh since 2013 where all the students study ‘Science’ as a unified and compulsory subject at Primary level which consists of grade One to Five. There is no textbook of science for grade One and Two while National Curriculum and Textbook Board (NCTB) has developed teacher-manual for these grades. Science textbooks for grade Three, Four and Five have been developed and distributed by NCTB. The research questions of this study focus on how science contents are sequenced within a chapter of a specific grade and how science contents are sequenced vertically from one grade to another in the curriculum as well as in the textbooks. For conducting this study, qualitative research approach has been followed. Document analysis of the curriculum and textbooks has been done by adapting selected frameworks. A checklist which is based on the works of Print [9] has been used for exploring the principle of sequencing contents while a framework based on Bruner [21], Harden [17] and Johnston [18] has been used for exploring spiral-sequencing. This study finds that the intended Primary science curriculum and textbook is not fully well-organized in terms of sequencing. For sequencing content within a chapter, no principle is followed in most cases while ‘Simple to Complex’ principle has been followed in some cases. For sequencing contents vertically from one grade to another, ‘Simple to Complex’ has been followed or partially followed in most cases whereas no principle is followed in the rest. ‘Spiral sequencing’ is either partially followed or not followed in the curriculum and textbooks. As literatures emphasize on well-sequenced curriculum and textbook for ensuring successful and effective learning, this study recommends that curriculum developers as well as textbook authors may make efforts to make the science contents well-organized in the curriculum and textbooks by following the principles of sequencing.
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Metafisika, Kartika, i Husni Abdillah. "Metode Analisis Muatan Literasi Sains pada Buku Ajar Tematik Sekolah Dasar/Madrasah Ibtidaiyah (Studi Deskriptif Pada Buku Tematik Kelas 4 Tema 1)". JIEES : Journal of Islamic Education at Elementary School 1, nr 2 (30.12.2020): 111–19. http://dx.doi.org/10.47400/jiees.v1i2.26.
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This study aims to understand how to analyze literacy content in Natural Sciences (IPA) textbooks. The analysis was carried out on the thematic textbook of curriculum 2013 class 4th entitled “Indahnya Kebersamaan”. The research was conducted using a qualitative descriptive method by mapping Knowledge of Science (KoS), Nature of Science (NoS), Science as The Way of Thinking (WoT), and Science Technology Society (STS) as elements that need to be met in IPA textbooks based on scientific literacy criteria build by Chiapetta. Based on the results of the search, it is known that the Thematic Book for class 4 Theme 1 has generally fulfilled the elements of scientific literacy.
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Zabidi, Fatin Nur Marhamah, Norshariani Abd Rahman i Lilia Halim. "Integration of Islamic Values for Environmental Conservation: An Analysis of School Textbooks". Religions 12, nr 7 (7.07.2021): 509. http://dx.doi.org/10.3390/rel12070509.
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Environmental conservation behaviors are associated with one’s values toward the environment. This study therefore investigated the values related to conservation behavior from the perspective of a religion. In particular, this study aimed to identify how the Islamic values for environmental conservation were integrated in textbooks. Two textbooks comprising a science textbook and an Islamic education textbook for lower secondary school students (14 years old) in Malaysia were selected in this study. From the findings, it is concluded that both textbooks included the application and integration of Islamic values for environmental conservation based on the contents of the sub-chapters, activities, exercises, notes, and photos. Further, the integration of Islamic values for environmental conservation was mentioned most in the sub-chapter section of these two textbooks. However, findings showed that the science textbook contained numerous integrations of Islamic values for environmental conservation compared to the Islamic education textbook. Thus, the implications of the findings point to the need to establish collaboration between science and Islamic education committees in organizing activities based on science and Islam that are related to environmental education in the teaching and learning sessions.
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Munezero, Vianney, Lakhan Lal i Jean Bosco. "Representation of Nature of Science in Physics Textbooks of Cycle 4 Fundamental Schools in Burundi". European Journal of Educational Research 11, nr 4 (15.10.2022): 2487–96. http://dx.doi.org/10.12973/eu-jer.11.4.2487.
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<p style="text-align: justify;">Guided by the analytical framework in the current literature, whereby ten nature of science (NOS) aspects were targeted, this study aims at assessing the extent to which the three physics textbooks for Cycle 4 of Fundamental Schools in Burundi represent the NOS aspects. The quantitative embedded research design which combines the qualitative and quantitative to both the representations of text and images were applied to collect and analyses data. Three physics textbooks used in this study as textbooks I, II and III (grade 7 textbook, grade 8 textbook and grade 9 textbook) were purposively selected. 65 physics lessons were analyzed in three steps including exploring representations of NOS aspects, representations of NOS teaching approaches and accuracy and completeness of NOS aspects. Data were collected using a guide document analysis and a rubric of NOS scoring and were analysed descriptively. The findings found a considerable deficit of NOS aspects in the physics textbooks. The findings also revealed the critical situation where the few lessons poorly represent the NOS aspects and the majority of them do not include the aspects of NOS. Furthermore, this study suggests the in-charge of quality assurance to evaluate and deliberate on the accuracy and completeness of physics textbooks for Cycle 4 of Fundamental Education in Burundi.</p>
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Rahayu, Ai Hayati, i Bunyamin Faisal Syarifudin. "Developing Science Teaching Material to Increase Elementary Students’ Science Process Skill". JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, nr 1 (22.02.2019): 53. http://dx.doi.org/10.33578/jtlee.v2i1.6854.
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Mastering science process skill is very beneficial in problem solving process. This research aimed to develop teaching materials such as science process skill-based textbooks on energy and its changes. The method used in this research was research and development, by using the 4D design, which include define, design, develop, and disseminate. Research and development method were used to produce a product and to test its efficiency. The result showed that the learning material fulfill the assessment criteria. The mean validation result of textbook showed a number of 3.58 indicated as a good category. Based on T test, it was proven that the use of textbooks is indeed influential towards the development of students’ science process skill.
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Sumarni, Sumi, Sri Haryati, Eli Trisnowati, Siswanto Siswanto, Moch Malik Al Firdaus i Suwito Singgih. "Comparison Analysis of Junior High School Science Textbooks in Indonesia and Singapore View from Nature of Science (NoS) Aspects". Jurnal Penelitian Pendidikan IPA 8, nr 4 (31.10.2022): 2006–12. http://dx.doi.org/10.29303/jppipa.v8i4.1638.
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Scientific literacy can prepare quality human resources who can develop the ability to think logically and creatively, solve problems, be critical, master technology and be adaptive in the face of change and face the times. A vital component to improving students' scientific literacy is understanding the Nature of Science (NoS), which must be emphasized in science learning. The purpose of this study is to obtain a comparison of content and explain aspects of NoS in science textbooks in Indonesia and Singapore. The research approach used is descriptive qualitative with content analysis design. This research focuses on science books for Junior High School Class IX Semester 1 Curriculum 2013 Revised Edition 2018, Integrated Science Books for Junior High School Class IX Curriculum 2013 Revised Edition 2018, and Lower Secondary Science Matters Textbook Volume B 2nd Edition 2013. The data collection techniques are by reviewing documents with non-test instruments in the form of observation guidelines for assessing textbooks based on the NoS aspect developed by Abd-El-Khalick et al., (2008). The data analysis technique uses the fixed comparison method by Moleong (2014). The results obtained are that the textbooks from the two countries have represented several relevant aspects of NoS. Still, the theoretically-driven elements have not been found in the three books, and the existing components have not been well described. Science textbooks in Singapore get a higher score than science textbooks in Indonesia. Still, the availability of the NoS aspect of science textbooks in Indonesia is more than that of science textbooks in Singapore.
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Yue, Xiaoyang, i Yanqiong Wu. "Exploration and Research on Textbook Quality Evaluation Index System Based on Engineering Major in Higher Education". Journal of Contemporary Educational Research 8, nr 3 (24.03.2024): 1–6. http://dx.doi.org/10.26689/jcer.v8i3.6353.
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The report of the Chinese 20th National Congress put forward “strengthening the construction and management of textbooks” for the first time, which indicates the importance of textbook construction and highlights the vital position of textbooks in the overall development of the country. From the perspective of textbook quality, and based on the research and analysis of the policy requirements and current evaluation indicators of higher education textbooks, this paper establishes the textbook quality evaluation index system composed of basic indicators and evaluation indicators. This system is based on the principles of science, comprehensiveness, operability, and target-oriented approach. It provides a relatively scientific, objective, and fair reference system for the management and evaluation of textbooks.
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Novianti, Pipit, i Evi Karlina Ambarwati. "A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School". Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, nr 1 (30.06.2023): 12. http://dx.doi.org/10.33394/jo-elt.v10i1.6972.
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Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words” for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.
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Negrea-Busuioc, Elena, Oana Ștefăniță i Gabriela Guiu. "Science Meets Metaphor: Teaching and Communicating about Abstract Concepts in Romanian Science Textbooks". Romanian Journal of Communication and Public Relations 24, nr 1 (1.04.2022): 47. http://dx.doi.org/10.21018/rjcpr.2022.1.339.
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Metaphors and analogies are efficient and attractive tools used in science teaching to explain abstract ideas in simpler, familiar terms. Science textbook authors and teachers rely on metaphors and analogies to explain abstract scientific concepts and convey them to young learners. In this paper, we discuss a corpus of metaphorical expressions found in Romanian physics and chemistry textbooks for secondary education (grades 6-8), and classified based on target domains (i.e., the core scientific concepts presented in the unit lessons of the analyzed textbooks) and source domains (i.e., the more concrete, more familiar concepts used to explain scientific concepts from the analyzed textbooks). Furthermore, we explore the way in which the identified and annotated metaphors may provide the basis for understanding core concepts from physics (e.g., electricity in terms of ‘water flowing’) and chemistry (e.g., electron shells as ‘field track lanes’). This study is part of a larger research project which aims is to examine how metaphors and analogies used in Romanian science textbooks are understood and misunderstood by young learners and what (mis-) understanding complex scientific ideas might mean for pupils’ preparedness to make sense of the world we live in and, ultimately, for their future engagement with and interest in science.
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Rahmah, Aulia, Sri Retno Dwi Ariani i Bakti Mulyani. "Analysis of The Nature of Science in Chemistry Textbooks on The Topic Acid-Base Equilibrium: a Content Analysis". JKPK (Jurnal Kimia dan Pendidikan Kimia) 7, nr 3 (30.12.2022): 368. http://dx.doi.org/10.20961/jkpk.v7i3.65094.
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<p>This study was conducted to describe aspects of the Nature of Science (NoS), its presentation, and its scores from chemistry textbooks used in Surakarta on acid-base equilibrium topics. This research was qualitative research with a content analysis method. Three high school chemistry textbooks for class XI from different publishers were analyzed by two raters based on ten aspects of the NoS. Interrater reliability was calculated using the cohen Kappa. The results showed that a scientific law is the only aspect that is not included in the three textbooks A, B, and C. Other aspects of NoS contained in textbooks A and B are slightly different from textbook C. Textbooks A and B contain the same aspects: empirical, inferential, creative, theory-driven, tentative, scientific methods, scientific theories, social science, and the application of science in socio-cultural, while textbook C does not contain tentative and theory-driven aspects. The implicit-correct category dominates the presentation of the NoS aspects in the textbooks. Presentations with implicit-incorrect and explicit-incorrect categories were not found in this study. The scores obtained by textbooks A, B, and C based on the presentation of aspects of NoS are 9, 11, and 8, respectively, of the maximum total score that can be obtained of 30. It did not show the presence of the NoS aspects explicitly, correctly, consistently, and completely, so textbooks containing NoS explicitly are required. Teachers also need to guide students in interpreting NoS in learning.</p><p><strong><em> </em></strong></p>
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Wiley, David, John Levi Hilton III, Shelley Ellington i Tiffany Hall. "A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes". International Review of Research in Open and Distributed Learning 13, nr 3 (1.06.2012): 262. http://dx.doi.org/10.19173/irrodl.v13i3.1153.
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<p>Proponents of open educational resources claim that significant cost savings are possible when open textbooks displace traditional textbooks in the classroom. Over a period of two years, we worked with 20 middle and high school science teachers (collectively teaching approximately 3,900 students) who adopted open textbooks to understand the process and determine the overall cost of such an adoption. The teachers deployed open textbooks in multiple ways. Some of these methods cost more than traditional textbooks; however, we did identify and implement a successful model of open textbook adoption that reduces costs by over 50% compared to the cost of adopting traditional textbooks. In addition, we examined the standardized test scores of students using the open textbooks and found no apparent differences in the results of students who used open textbooks compared with previous years when the same teachers’ students used traditional textbooks. However, given the limited sample of participating teachers, further investigation is needed.<br /><br /></p>
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Sijabat, Apriani, F. Festiyed, A. Asrizal, Abdul Razak i Palma Juanta. "Developing textbook of basic science concepts based on ethnoscience Dalihan Natolu". Research and Development in Education (RaDEn) 4, nr 1 (11.05.2024): 350–60. http://dx.doi.org/10.22219/raden.v4i1.32201.
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This research aimed to develop a textbook on basic science concepts based on ethnoscience that is valid, practical, and effective. The research method was R&D and implemented five stages of the ADDIE model. The instrument used in this research is a local wisdom-based textbook validation sheet consisting of a material media, and language validation sheet. There are three experts as a validators according to their field of science, an ethnoscience-based textbook practicality sheet. This sheet serves to determine the practicality of valid textbook design and the effectiveness sheet for ethnoscience-based textbooks based on Natolu ethnoscience. The research results show that the average value of the validity test results for textbooks on basic science concept based on ethnoscience is 81.26% (valid). The effectiveness results show a score of 3.5, which means the textbook developed is included are effective. Based on those results, it can be conclude that the ethnoscience-based basic concept of science textbook is valid, effective, and practical so it is suitable for use in the learning process in the Basic Science course.
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Hu, Jingjing, Xuesong(Andy) Gao i Xuyan Qiu. "Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong". SAGE Open 11, nr 1 (styczeń 2021): 215824402110018. http://dx.doi.org/10.1177/21582440211001867.
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Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on their lexical coverage and readability. It compares the English language used in English-medium science textbooks with that in English as a foreign language textbooks. The analysis reveals that the text difficulty of the English-medium science textbooks is inappropriate in terms of the coverage of academic words and the readability level. The results also show that the coverage of words from the Academic Word List (AWL) and the General Service List (GSL) as well as the text readability levels, vary across scientific topics. These findings will inform textbook design and the development of pedagogical strategies to facilitate students’ learning of subject content in the medium of English.
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Fatkhiyani, Kiki, i Ririn Andriani Kumala Dewi. "The development of the textbook of basical science concept contained ethnoscience". Jurnal Prima Edukasia 8, nr 2 (14.07.2020): 156–65. http://dx.doi.org/10.21831/jpe.v8i2.32237.
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Most textbooks highlight the content of learning material rather than the application of the concept in life, so that only a few students are less aware of the importance of the concept of science to the scientific events or general phenomenon in daily life. There are still a few textbooks that associate the learning material with scientific events or phenomenon that occur in daily life. This research was conducted to develop the textbook of the basic science concepts contained ethnoscience. The formulation of the problem in this research is about how the characteristics and feasibility of the textbook of the basic science concepts contained ethnoscience for PGSD student. The research method used is the R&D research method. The research subjects were 22 STKIP NU Indramayu students who took basic science concept of lectures. The instruments used were expert validation sheets and questionnaires. The research plan begins with initial data collection, field studies, making the textbook of basic concepts contained ethnoscience, then proceed with expert validation by the validators using the developed expert validation instrument. After going through the revision of the validators regarding textbook, a trial of the textbook was developed for students by using a questionnaire to find out the user's response to the feasibility of the textbooks of basic science concepts contained ethnoscience. The results of expert validation are 94.5, and it's categorized very validly. Meanwhile, the results of user responses questionnaire are 81.60 with a very decent category.
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Geddis, Elena. "The role of the school textbook integrating function in developing holistic view on the scientific picture of the world". Man and Education, nr 4 (69) (2021): 166. http://dx.doi.org/10.54884/s181570410018649-8.
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The article analyzes a spectrum of school science textbooks and determines the need to create a modern textbook that shows the achievements in natural science disciplines, which are mentioned in the Federation State Educational Standard, UNESCO report and the results of the PISA. The study is primarily based on the theory of a school textbook developed by Russian scientists, V.G. Beilenson, D.D. Zuev, V.V. Kraevsky, S.G. Shapovalenko plus other authors. Based on the criteria put forward for the selection of textbooks, a comparative study of current Russian and British textbooks is carried out on natural science subjects for the final grades of secondary school to identify ways to implement the integrating function. It is shown that the integrating function manifests itself in the relationship between the internal components of the textbook as intra-structural integration, as intra-forms connecting school progress and the textbook with additional material as integration between related subjects. The article highlights principal components interrelated with the textbook, obtained during this research: modules and sections of the textbook; line of textbook series; and the national examination programme for the combined science subjects. It is shown that the integrating function in the school textbook contributes to the formation of a complete worldview of the natural science picture for the development of combined natural science competence.
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Perez, Angelo Julian E., Armando, Jr M. Guidote, Gilbert U. Yu i Michael Ner E. Mariano. "Content Analysis of the Discussion of the Atom in General Chemistry Textbooks Using Evaluation Criteria Based on the Nature of Science and Philosophy of Chemistry". KIMIKA 27, nr 2 (8.02.2017): 50–62. http://dx.doi.org/10.26534/kimika.v27i2.50-62.
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Evaluation criteria are adapted from previous textbook analyses on the nature of science (NOS) in general chemistry textbooks. These criteria are used to determine how certain NOS dimensions are mentioned and elaborated in those textbooks. Such dimensions emphasize that chemistry is (1) tentative, (2) empirical, (3) model-based, (4) inferential, (5) has technological products, (6) employs instrumentation, and (7) possesses social and societal dimensions. Three book chapters were read and evaluated: the first (on chemistry in general); the second (on atomic structure); and the sixth or seventh chapters (on the electronic structure of atoms). The relevant content in each textbook were rated using the following rubric: Satisfactory and Explicit (S, 2 points); Mention and Implicit (M, 1 point); and No Mention (N, 0 point). Silberberg (2009) has the highest score among the six textbooks with 12 points out of the maximum of 14. It was rated S for five criteria, the most among the six textbooks. Despite the presence of some N evaluations, all textbooks have mentioned some or all of the NOS dimensions formulated, resulting to M and S ratings. This study concludes that NOS dimensions are already present in various ways and varying degrees in each textbook.
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Ulusoy, Fadime, i Lütfi İncikabı. "Middle School Teachers' Use of Compulsory Textbooks in Instruction of Mathematics". International Journal for Mathematics Teaching and Learning 21, nr 1 (20.09.2020): 1–18. http://dx.doi.org/10.4256/ijmtl.v21i1.227.
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This study investigates how a sample of middle school mathematics teachers interpret and use compulsory textbooks in the Turkish classroom context based on their: (i) purposes of using textbooks; (ii) frequency and duration of using textbooks; (iii) approaches to using textbooks; and (iv) preferences concerning an ideal mathematics textbook. The research was carried out using the case study model. Data were collected from 17 middle school teachers in six public schools via semi-structured interviews and classroom observations. A content analysis approach was applied to analyse the data collected from the questionnaire completed by the participants. The results indicated that the teachers used textbooks for both pedagogic purposes and giving student assignments. The teachers revealed varied approaches to using textbooks, including adherence, elaboration, and creation with most of them using an elaboration approach. The teachers commonly used textbooks in whole-class activities rather than individual and group work. The findings also indicated that teachers criticized compulsory textbooks from various aspects when describing an ideal mathematics textbook. This study shows the necessity for further studies that focus on teachers' textbook design capacity to explore the relationships between teachers and textbooks and that examine the role of using different textbooks in the learning process.
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Shevchuk, Krystyna. "Features of Textbook Analysis for Primary School". Problems of Education, nr 1(98) (27.06.2023): 173–92. http://dx.doi.org/10.52256/2710-3986.1-98.2023.11.
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The article reflects the principles and methods of studying a textbook for elementary school, identifies the main directions of its analysis from the point of view of historical and pedagogical science. Particular attention is paid to interdisciplinary research of the school textbook as a constructor and as a product of culture. The textbook is considered as a backbone factor of educational processes. In this regard, there is a need for examination of modern textbooks. Taking into account the fact that the competence content of education passes through all educational subjects, the newly created textbooks should not only provide children with a certain amount of educational information, but also form necessary competences in the language and fundamentals of science, entrepreneurship, financial and digital literacy, the ability to work in a team, to counter any discrimination, etc., which are considered equally important – that a necessary foundation for lifelong learning.
The need to create new textbooks for primary school is today's social order. An integral component of the selection of textbooks is conducting an examination by teachers, methodologists, scientific, scientific-pedagogical workers in order to determine the textbook that is needed for a modern student. The analysis of the textbook is necessary for the implementation of a thorough scientific and pedagogical analysis of the content of the textbook and the provision of reasoned recommendations for improving its quality. Therefore, the analysis of textbooks for primary school contributes to their effective use.
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Kim, Minyoung. "A Study on Research of Korean Textbooks in the Internet Era: Basic Research for the Development of Korean Teaching Materials’ Class". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 4 (28.02.2023): 293–309. http://dx.doi.org/10.22251/jlcci.2023.23.4.293.
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Objectives This study was written for the purpose of examining the research trend of Korean textbooks according to technological development for ‘content development’ of Korean textbook theory class for the Internet age.
Methods This study conducted keywords search on RISS and reviewed 270 studies. This study was divided into three categories. First, research on multimedia textbooks was discussed. Second, research on ‘digital textbooks’, which is opposed to the concept of paper textbooks, was analyzed. Finally, Metaverse Korean education research was reviewed.
Results First, since multimedia is already widely used as a textbook and a tool, research on it is very active and it is expected to expand further in the future. Second, although the digitization research of Korean textbooks is currently in a leap stage, it is expected that innovations will occur in the future. Third, in the Metaverse study applied to Korean language education, there was no study related to the development of textbooks.
Conclusions The contents to be covered in the ‘Korean Textbook Theory Class’ can be summarized as follows. First, the perception of Korean textbooks in the Internet era is being reborn as a multi-dimensional material from a paper book. Second, we need a discourse on what needs to be discussed for the development of multimedia or digital textbooks. Third, it is necessary to insert program education so that some materials can be developed by instructors themselves. Since the definition of textbooks has been expanded, the ‘tools education course of textbook development’ for prospective teachers should be included as part of the textbook theory.
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Varma, Vijaya S. "Review: Science Textbooks". Contemporary Education Dialogue 4, nr 1 (lipiec 2006): 172–77. http://dx.doi.org/10.1177/0973184913411139.
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Li, Xiying, Liusu Wang, Jiliang Shen, Jingying Wang, Weiping Hu, Yinghe Chen i Renhe Tian. "ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA". Journal of Baltic Science Education 17, nr 2 (25.04.2018): 229–38. http://dx.doi.org/10.33225/jbse/18.17.229.
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In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China’s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students’ scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students’ abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks. Keywords: physics textbook, textbook evaluation, scientific inquiry activity, content analysis
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Isaksen, Marianne, i Steinar Thorvaldsen. "Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler." Nordic Studies in Science Education 18, nr 3 (30.11.2022): 337–52. http://dx.doi.org/10.5617/nordina.9350.
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Inquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more about the connections between science teachers' orientation toward the textbook and the enabling of inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school system, and teaching based on the textbook is often seen as oppositional to inquiry-based teaching. On a national level, more research about the use of textbooks and its implications for science teaching is needed. A survey has been conducted among science teachers at 68 lower secondary schools in three (recently merged into two) counties in Norway. The survey data is used to measure the textbook’s importance for science teachers, and the extent to which the textbook contributes to inquiry in science teaching. Results show that the textbook has a central role for science teachers. The textbook is partly perceived as supportive for facilitating inquiry activities, especially for textbook-oriented teachers. At the same time, the study shows that those teachers who frequently facilitate inquiry are not closely tied to the textbook.
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Zhu, Shiqian, i Qianqian Kang. "A Cross-National Comparison of curricula in China and the US in Terms of Team Education: The Case of One-Dimensional Equation". Journal of Education, Society and Behavioural Science 36, nr 11 (4.12.2023): 70–81. http://dx.doi.org/10.9734/jesbs/2023/v36i111279.
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Based on the STEAM concept, researchers study the two representative secondary school mathematics textbooks in China and America by using a quantitative analysis method and get the following conclusions: similarities: both textbooks embody the concept of STEAM education, focusing on the breadth of knowledge covered by the textbooks; both textbooks focus on the integration of disciplines, especially on the integration of mathematics and science and technology. Differences: The focus of the two countries’ textbooks is different. The Chinese PEP textbook emphasizes the knowledge of history and environmental engineering, while the American GMH textbook is more diversified and covers a wider range of knowledge and culture, reflecting the distinctive national characteristics of the two countries; the Chinese PEP textbook has a deeper depth of knowledge as a whole, while the depth of knowledge of the American GMH textbook about engineering is deeper than that of the PEP textbook; the Chinese PEP textbook pays more attention to the integration of technology in the mathematics textbook. China's PEP materials place more emphasis on the integration of technical subject knowledge in math materials, while American materials place more emphasis on the integration of engineering knowledge and art knowledge in math materials. By analyzing and evaluating the integration of STEAM concepts into junior high school mathematics textbooks in two countries, this study provides implications for mathematics education researchers and workers, especially textbook developers and writers, in this direction of research.
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Pasaribu, Arsen Nahum. "THE EFL STUDENTS’ PERCEPTIONS OF THE QUALITY OF THE ENGLISH LANGUAGE TEXTBOOK". English Review: Journal of English Education 10, nr 2 (29.06.2022): 409–20. http://dx.doi.org/10.25134/erjee.v10i2.6242.
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The purpose of this study is to elicit students' perceptions about the quality of English textbook used by Indonesian EFL students. Although numerous teaching researchers have undertaken research on textbooks, it is still uncommon to conduct textbook research to ascertain students' perceptions on the quality of textbooks. This study employed a mixed-methods approach and gathered data from 300 senior high school students in grade eleven. They were chosen at random among 674 students. These students come from SMA 12 Medan and SMK 3 Parulian Medan. Each school was represented by 150 students in the eleventh grade. Google forms were utilized to collect data. Simple statistics are used to calculate the number and percentage in research data analysis, while interactive data analysis is used to examine qualitative data. The results of this study show that the textbook "Bahasa Inggris" meets the criteria for a textbook of appropriate quality in terms of external appearance, content quality, language or vocabulary used, scoring system, and positive impact. However, the quality of the textbook's look and content may be enhanced. The findings of this study provide a unique viewpoint on the difficulties studied in comparison to earlier textbook research.
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Kuo, Chien-Min, Kuan-Yu Chen i Yi-Ching Lin. "Textbook ranking and an assessment method and system: a case study using surveying textbooks". Electronic Library 38, nr 5/6 (26.11.2020): 861–80. http://dx.doi.org/10.1108/el-08-2019-0196.
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Purpose Teachers, students, librarians, scholars and domain experts often spend a lot of time and effort to select good and suitable textbooks. This study aims to propose and construct a computer-aided bibliometric system to rate textbooks. Through the software system designed here, the quality of every textbook can be easily and quickly known. This system will benefit both scholars and librarians. Design/methodology/approach Four methods were used to evaluate textbooks in this study, including: questionnaire recommendation analysis, dissertation citation analysis, library circulation analysis and bibliography analysis. The system architecture includes three subsystems: the textbook indexing and searching subsystem, the statistics added-value analysis subsystem and the citation report inquiry subsystem. An example demonstrates the usability and validity of the proposed method and system. The example uses surveying textbooks. The following percentages were used in the correlation calculation: textbook citation percentage (TCP), textbook library circulation percentage (TLP) and textbook recommend percentage (TRP). Findings There are three textbook assessment methods applied in this study, including: dissertation citation, library circulation and questionnaire recommendation. Dissertation citations for textbooks have a high correlation value with library circulation. The frequency correlation calculation was 0.7, while the TCP, TLP and TRP correlation calculation was 0.84. Therefore, the dissertation citation method can be accepted to evaluate textbooks effectively. Originality/value To the best of the authors’ knowledge, this is the first work related to evaluating surveying textbooks using a computer-aided bibliometrics system that can deal with large amounts of data and generate results quickly. This can be applied to other fields as well.
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Williams, Frances Janeene, i Linda B. Bennett. "The Progressive Era: How American History Textbooks' Visuals Represent Women". Social Studies Research and Practice 11, nr 1 (1.03.2016): 124–35. http://dx.doi.org/10.1108/ssrp-01-2016-b0008.
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Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations of women had slightly increased over time, these additions did not promote a more contemporary view of women's role in history, except in the area of women's rights. Recommendations for future areas of research are made. Some are: monitoring of textbooks for equability, analyzing of textbooks covering U.S. history prior to 1877 for equability in inclusion of women in history, investigating what teachers are doing to compensate for the inequity, determining whether or not state standards are inclusive of women's history, and analyzing how women's history in college level textbooks represent women in history.
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Jo, Eui Ho, i Choon Hee Han. "Exploring the possibility of 'classroom textbooks' in the future in elementary social studies - Based on the implications of Harold Rugg's social studies textbook -". Korean Lesson Study Group for Social Studies 11, nr 2 (31.12.2023): 47–69. http://dx.doi.org/10.34261/jssls.2023.11.2.47.
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This study was conducted for the purpose of exploring the possibility of 'classroom textbooks' by teachers to overcome the limitations of existing nationwide social studies textbooks in elementary social studies education. To this end, we theoretically reviewed the characteristics of classroom textbooks and examined the characteristics of Harold Rugg's elementary social studies textbooks. Based on this, we identified the limitations of existing nationwide textbooks and devised the principle of developing 'classroom textbooks' by teachers suitable for elementary social studies education based on the implications obtained through analysis of Harold Rugg's social studies textbooks. The principles are as follows. First, the selection of alternative educational content considering the curriculum standards, second, integrated topic-oriented approach, third, the composition of reading materials by storytelling and step-by-step questions aimed at student inquiry, and fourth, textbook production and post-supplementation considering the characteristics of classroom students. Based on this principle, the researcher developed a 'classroom textbook' by teachers for some of the contents of the fourth grade of elementary school and used it for class, and confirmed the response of students and fellow teachers to the 'classroom textbook.' The possibility of 'classroom textbooks' by teachers in elementary social studies is as follows. First, 'classroom textbooks' by teachers provide the possibility of realizing social studies classes suitable for classroom students. Second, 'classroom textbooks' by teachers provide the possibility as a useful tool to realize alternative elementary social studies education led by teachers and students.
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Amalia, Riski, Remanda Arya Wisutama, Nurul Fitriyah Sulaeman i Riskan Qadar. "Investigating STEM Career Content in Indonesian Science Junior High School Textbooks". Jurnal Pendidikan Fisika 11, nr 1 (31.01.2023): 13–23. http://dx.doi.org/10.26618/jpf.v11i1.9207.
Pełny tekst źródłaStreszczenie:
This study aims to analyze the STEM career content in science junior high school textbooks commonly used for the seventh grade students in Indonesian schools. This research was qualitative descriptive research with content analysis. The analysis was carried out on five books that are widely used in the school. Reports and activities were analyzed using content analysis through an assessment rubric based on Social Cognitive Career Theory (SCCT) which are awareness, relevance, engagement and self-efficacy. The analysis showed that the STEM career content in science junior high school textbooks were still lacking. The books were not sufficient in presenting content about careers in the STEM field. These results indicated that none of the five textbooks had fulfilled the four aspects of STEM career. The aspect most commonly found in the textbooks was self-efficacy, and the most observed STEM career content was found in the earliest chapter, which is Nature of Science. These findings highlight the importance of career oriented in science lesson that illustrated in the textbook to enhance students’ perception and enthusiasm in pursuing STEM career in the future.
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Yuden, Yuden, Sonam Chuki i Tshewang Dorji. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan". European Journal of Educational Technology 4, nr 1 (27.03.2021): 14–30. http://dx.doi.org/10.46303/ejetech.2021.2.
Pełny tekst źródłaStreszczenie:
This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan". International Journal of Asian Education 2, nr 3 (11.08.2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.
Pełny tekst źródłaStreszczenie:
This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Novianto, Victor, Hieronymus Purwanta i Bayu Ananto Wibowo. "The The Presentation Quality of Indonesian High School History Textbooks During the New Order Administrative and After (1975-2008)". Diakronika 22, nr 1 (30.06.2022): 36–57. http://dx.doi.org/10.24036/diakronika/vol22-iss1/232.
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This study aimed to analyze the presentation quality of history textbooks used for the national curriculum 1975-2008. The function of the Presentation is to develop students' independent learning. The method used in this study is content analysis. Contents of the history textbooks were analyzed and assessed for presentation aspects using the textbook criteria developed by the Board of National Standards for Education. The result shows that attention for Presentation began on history textbooks for the 1984 curriculum and grew in the following periods of curriculums. The presentation aspects of the history textbook achieved their peak on the 2006 curriculum, where the Board established textbook criteria in selecting textbooks for Indonesian schools. One of the criteria was presentation aspects
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Sinjela, Kwangaika Mwala, Jimmy Kijai i Josephine Esther Katenga. "Teachers´ Perception of Coherence in High School Biology Textbooks in Zambia". Abstract Proceedings International Scholars Conference 7, nr 1 (18.12.2019): 1444–68. http://dx.doi.org/10.35974/isc.v7i1.926.
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Introduction: Textbook coherence is an important aspect of effective teacher´s instruction and performance of students. This study involved assessing coherence of senior biology high school textbooks in Zambia (MK Biology10, Longman Biology11 and Pupil´s Biology12) and the extent to which these books are aligned with the biology course syllabus.
Methods: Using quantitative research design, coherence was conceptualized as a unit of three constructs: alignment and organization, rigor, focus and relevance of contents and connections among ideas. A questionnaire instrument was developed which teachers in Mufulira and other districts in Zambia (n = 82) used to assess textbook and textbook-syllabus coherence. Data was analyzed using statistical methods, independent t-tests and One-way ANOVA.
Results: Teachers were generally uncertain about coherence levels in the textbooks. Concerning textbook-syllabus alignment, Pupil´s Biology12 was viewed as most coherent with the course syllabus and MK Biology10 as the least.
Discussion: Assessment of coherence is a complex process but it focuses on few common elements. Identifying these elements may help teachers improve teaching practice, curriculum developers design coherent curricula and educational activities, and authors produce coherent textbooks. Further research studies are recommended that would extend the scope of this study to include teachers in all provinces in Zambia, include a mixed method to explore perceptions about coherence, compare coherence of same grade level textbooks, or evaluate coherence of the syllabus and that of other science or non-science textbooks.
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Okoronka, Augustine Ugwumba, i Femi Adetunji Adeoye. "Evaluation of the Nigerian Physics Curriculum Contents and Physics Textbooks towards the Attainment of the Goals of the History and Philosophy of Science". International Journal of Physics and Chemistry Education 3, nr 2 (24.08.2011): 75–83. http://dx.doi.org/10.51724/ijpce.v3i2.115.
Pełny tekst źródłaStreszczenie:
This qualitative study examined the Nigerian Physics Curriculum contents and some purposively selected physics textbooks to ascertain the attainment of the goals of the History and Philosophy of Science (HPS). Content analysis of both the National Physics Curriculum and selected Physics textbooks was carried out. Only 17.4% of the topics in the curriculum contained issues concerned with HPS key among which is the models of the atom. Only one textbook out of five reviewed dealt measurably well with the HPS topics as contained in the curriculum. The students and teachers most preferred physics textbook has almost nothing in it to justify its attainment of HPS goals, while the rest of the physics textbooks dealt with HPS matters implicitly. The implication of these results is discussed.