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Journal articles

Academic literature on the topic 'Comparison of textbooks'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Comparison of textbooks"

1

Li, Xiying, Liusu Wang, Jiliang Shen, et al. "ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA." Journal of Baltic Science Education 17, no. 2 (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

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2

Waqar, Sajid, Anita Bilal Burki, and Musarrat Jahan. "Hidden Curriculum in Schools: A Comparison of Religious Otherness in Pakistani ELT Textbooks." International Journal of English Linguistics 10, no. 1 (2019): 194. http://dx.doi.org/10.5539/ijel.v10n1p194.

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The emphasis of this research was religious otherness depiction in high school English textbooks issued by four State controlled Pakistani textbook boards of i.e., BTB Quetta, STB Jamshoro, KTB Peshawar and PTB Lahore. It besets a broad contrast among the religious otherness descriptions as depicted in provincial ELT textbooks and the otherness related notions of their corresponding students. To achieve the goals, the study was alienated in 2 phases: In phase 1, the textbooks of government textbook publishing boards were investigated and in the second phase their corresponding readers&rsqu

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3

Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and

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Waqar, Sajid, and Mamuna Ghani. "Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan." International Journal of English Linguistics 9, no. 5 (2019): 377. http://dx.doi.org/10.5539/ijel.v9n5p377.

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The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their res

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5

Kafadar, Tuğba. "The comparison of social studies textbooks in Turkey, the United States and France based on values education." African Educational Research Journal 9, no. 2 (2021): 630–40. http://dx.doi.org/10.30918/aerj.92.21.075.

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The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were simil

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6

Griggs, Richard A., Sherri L. Jackson, and Teresa J. Napolitano. "Brief Introductory Psychology Textbooks: An Objective Analysis." Teaching of Psychology 21, no. 3 (1994): 136–40. http://dx.doi.org/10.1177/009862839402100302.

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Given the rising cost of textbooks, the one-term nature of most introductory psychology courses, and the length of “regular“ introductory psychology textbooks, many psychology teachers may be interested in briefer, less expensive paperback introductory textbooks. We performed an objective analysis of these briefer textbooks. Our approach was similar to Weiten's (1988) analysis of regular introductory textbooks and to Webb's (1991) analysis of the three editions of the Boring, Langfeld, and Weld textbook. Overall data and the results for each text are provided, as well as a comparison with Weit

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7

Kuralbayeva, A. "Comparative study of 1-grades textbooks of the native language of Kazakhstan and Turkey in terms of format and design." Pedagogy and Psychology 43, no. 2 (2020): 151–58. http://dx.doi.org/10.51889/2020-2.2077-6861.20.

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The purpose of this article is to comparative study of 1 grades textbooks of native language of Kazakhstan and Turkey in terms of format and design. Textbooks are one of the most effective sources of education. It is accepted that an important role in gaining a strong mother tongue consciousness and love by sensing the richness, subtleties and beauties of the native language play the texts. The majority of the textbook consists of texts or reading pieces. In comparison of textbooks of Kazakhstan “Sauat Ashu. 1-part”, “Sauat Ashu. 2-part” and textbooks of Turkey “İlkokul 1 Sınıf İlk Okuma Yazma

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8

Nguyet, Huynh Thi Thu, and Nguyen Van Long. "APPLYING CORPUS LINGUISTICS TO ENGLISH TEXTBOOK EVALUATION: A CASE IN VIET NAM." VNU Journal of Foreign Studies 36, no. 6 (2020): 109. http://dx.doi.org/10.25073/2525-2445/vnufs.4632.

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Looking at textbook evaluation from a corpus linguistics perspective, this paper compares two sets of textbooks used at senior high school in Vietnam and evaluate the effectiveness of the new one, centering on lexical resources at word level, particularly individual words and phrasal verbs. As for the comparison of the wordlist in general, the two corpora, taken from the two sets of textbooks, were analysed by Antconc software to extract the wordlist, then the two wordlists are compared by Venny 2.1.0 to see the similarities and differences. The research reveals a quantifiable evaluation of th

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9

Weber, Silja. "Visual Representation of Whiteness in Beginning Level German Textbooks." International Journal of Bias, Identity and Diversities in Education 2, no. 2 (2017): 1–12. http://dx.doi.org/10.4018/ijbide.2017070101.

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Textbooks are inherently ideological, and language textbooks in particular are designed to create a particular representation of the target culture for learners. This paper draws on a foundation of Whiteness studies, textbook bias studies, and critical discourse analysis. It investigates in depth the visual and cultural representation of Whiteness in one beginning level textbook for German as a foreign language and draws on three further textbooks for comparison. Differences between North American and German concepts of race and Whiteness are taken into account. Results identify a Whiteness bi

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10

Abdullah, Abdul Halim, and Bomi Shin. "A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA." Journal on Mathematics Education 10, no. 3 (2019): 315–40. http://dx.doi.org/10.22342/jme.10.3.7572.315-340.

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This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and S

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