Relevant bibliographies by topics / Science textbook

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Science textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Science textbook"

1

Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, et al. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS." Revista Brasileira de Medicina do Esporte 28, no. 4 (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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Isaksen, Marianne, and Steinar Thorvaldsen. "Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler." Nordic Studies in Science Education 18, no. 3 (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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Ardianto, Didit, and Indarini Dwi Pursitasari. "Do Middle School Science Textbook Enclose an Entity of Science Literacy?" JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, no. 1 (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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Nugroho, Endik Deni, Vlorensius Vlorensius, Laila Rasidah H., and 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, no. 2 (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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Geddis, Elena. "The role of the school textbook integrating function in developing holistic view on the scientific picture of the world." Man and Education, no. 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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Fatkhiyani, Kiki, and Ririn Andriani Kumala Dewi. "The development of the textbook of basical science concept contained ethnoscience." Jurnal Prima Edukasia 8, no. 2 (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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Huang, Ronghuai, Ahmed Tlili, Xiangling Zhang, et al. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts." Sustainability 14, no. 11 (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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Joo, Hongbi, and Jihyun Yoon. "Analysis of the Degree of Reflection of the Nature of Science (NOS) in the ‘History of Science Textbook’ according to the 2015 Revised Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (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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Zabidi, Fatin Nur Marhamah, Norshariani Abd Rahman, and Lilia Halim. "Integration of Islamic Values for Environmental Conservation: An Analysis of School Textbooks." Religions 12, no. 7 (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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Milaras, Milton, and Tracey McKay. "Marginalisation of ‘global South’ epistemics: the case of a soil science textbook." Scholarship of Teaching and Learning in the South 3, no. 2 (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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Dissertations / Theses on the topic "Science textbook"

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

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

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The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program&rsquo
s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo
sentences. The results of the study revealed that both of two chemistry textbooks were inadequate in representing NOS aspects which are
1. Observation and inference are distinct entities of science, 2. Science is influenced by the social and cultural environment of the scientist, 3. Science is partly the product of human creativity and imagination, 4. Scientific knowledge is tentative, empirical and theory laden, 5. There exists a distinct, non-hierarchical relationship between scientific theories and laws, 6. &ldquo
There is no universal, recipe-like, method for doing science.&rdquo
The frequency of presence of each aspect in books was very low.
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Davenport, Carolyn LeVerne. "Content analysis of learning styles based science activities in an elementary science textbook." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/106.

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The purpose of this study was to determine how selected science lessons accommodated the diverse learning style preferences of first graders in a culturally diverse classroom. The author examined lessons in the existing science textbook series. Harcourt Science Georgia Edition, to analyze to what extent each of the four dominant learning style preferences (visual, auditory, tactile, and kinesthetic) and the one non-dominant approach. multisensory, were addressed through science activities. Using a content analysis research strategy, the author found the following: The majority of learning styles oriented activities across units focused on visual learning while auditory activities were among the least frequently noted across units. A summary of the frequency of learning styles oriented activities by chapters and lessons showed visual activities well represented in every chapter and lesson while auditory activities were limited in all chapters and lessons. Across the broad spread of the types of activities. several chapters and lessons included a preponderance of visual and tactile activities. Within each learning style category, the frequency of common types of learning styles activities varied significantly, mostly due to the nature of each activity. Conclusions based on these findings showed activities for visual learning styles as the most frequent type of activity noted in the text, multisensory activities using the non-dominant multisensory approach as the second most frequent type, activities for tactual learners as the third most frequent type of activity noted across the text, activities for auditory learners as the fourth most frequent type of activity, and activities for kinesthetic learners as the least noted type of activity. A major implication of the study was that teaching and learning science in first grade would be enhanced if science texts were to provide a more comprehensive and balanced array of activities to address the styles of learners in each preferred modality. Further. the study suggests that teachers collaborate with other educators to supplement existing text activities with teacher-made learning styles activities in areas where certain activities may be limited.
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Swafford, Marshall. "Assessment of references to agriculture in a middle grade science textbook." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4316.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 11, 2006) Includes bibliographical references.
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Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.

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Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.
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Ipince, Rodrigo (Rodrigo E. ). "Improving the textbook exchange system at MIT." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66425.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 79-80).
Textbooks have become one of the biggest expenses of a college education. We attempt to solve this problem by providing students with better information and tools to facilitate book exchange. More specifically, we focus on the subproblem of using technology to build an effective local textbook market. This thesis makes three main contributions. First. it integrates a local sales system into BooksPicker, making it the first tool that does price comparison between both local and non-local (online) sources. Second, it introduces automatic pricing strategies that dynamically price books based on current market prices and book condition. Third, it provides an offer prioritization mechanism that uses location and social information to sort competing offers. Our system was deployed at MIT during the Fall 2010 semester and measured in terms of traffic, local market effectiveness, and through user feedback. Traffic increased three-fold and the number of transactions increased six-fold when compared to each of the two previous semesters. Usage of automatic pricing increased the probability of sale while decreasing the time in market of local offers. We did not obtain enough data to properly evaluate the offer prioritization mechanism.
by Rodrigo Ipince.
M.Eng.
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McIntosh, Deborah C. "References and bias towards agriculture in a middle grade social science textbook." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4602.

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Thesis (M.S.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (February 9, 2007) Includes bibliographical references.
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Workman, Beth. "The effects of reading the textbook in a seventh grade science classroom." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/workman/WorkmanB0811.pdf.

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In this investigation the science textbook was read orally through 12 weeks of our 7th grade science curriculum. Formative assessments were given throughout this period after each section of a chapter was read. Pre and post tests were given before and after each chapter. The next 12 weeks followed the same pattern except for the fact that the students read the textbook silently. Students' surveys were given at the beginning of the school year, after the 12 weeks of reading orally, and again after the 12 weeks of reading silently. Silent reading showed better results in both the formative and summative assessments. The survey showed that students don't particularly enjoy reading orally, but they feel it improves their learning.
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Good, Beverly A. "Characteristics of science and mathematics integration : activities recommended in teachers' manuals for four elementary science textbook series /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504294997.

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Imdieke, Sharie. "A comparison of traditional science instruction with hands-on activities to traditional textbook instruction with worksheets." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000imdiekes.pdf.

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Books on the topic "Science textbook"

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Hwa, Kwa Siew, and Ho Boon Tiong, eds. Science: [Textbook]. Times Media, 2001.

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Hwa, Kwa Siew, and Koh Siew Luan, eds. Science: [Textbook]. Times Media, 2001.

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Hwa, Kwa Siew, and Chew Charles, eds. Science: [Textbook]. Federal Publications, 2003.

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Brian, Bentley H., ed. Textbook of radiographic science. Churchill Livingstone, 1986.

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Biswas, T. D. Textbook of soil science. 2nd ed. Tata McGraw-Hill Publishing Company Limited, 1995.

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A textbook in environmental science. CRC Press, 2002.

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H, Bornstein Marc, and Lamb Michael E. 1953-, eds. Developmental science: An advanced textbook. 5th ed. Lawrence Erlbaum Associates, 2005.

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Maughan, Ronald J., ed. Olympic Textbook of Science in Sport. Wiley-Blackwell, 2008. http://dx.doi.org/10.1002/9781444303315.

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Lerner, Richard, Francine Jacobs, and Donald Wertlieb. Applied Developmental Science: An Advanced Textbook. SAGE Publications, Inc., 2005. http://dx.doi.org/10.4135/9781452233512.

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Khader, Vijaya. Textbook of food science and technology. Indian Council f Agricultural Research, Directorate of Information and Publications of Agriculture, 2016.

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Book chapters on the topic "Science textbook"

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Ceglie, Robert, and Vidal Olivares. "Science and Mathematics Textbook Progression." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_6.

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Kumar, Neha, and S. N. Bhattacharya. "Basic Science." In Comprehensive Textbook on Vitiligo. CRC Press, 2020. http://dx.doi.org/10.1201/9781315112183-4.

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Chen, Xiaoyu. "Electronic Geometry Textbook: A Geometric Textbook Knowledge Management System." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14128-7_24.

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Sexton, Alan, and Volker Sorge. "Processing Textbook-Style Matrices." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11618027_8.

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Kim, Christine C., and Paul S. Yamauchi. "Bridging Science and Beauty." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47398-6_151.

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Kim, Christine C., and Paul S. Yamauchi. "Bridging Science and Beauty." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-27814-3_151-1.

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Guerra, Julio, Sergey Sosnovsky, and Peter Brusilovsky. "When One Textbook Is Not Enough: Linking Multiple Textbooks Using Probabilistic Topic Models." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40814-4_11.

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Friedemann, Susanne, Klaus P. Jantke, and Lisa Baumbach. "Textbook Gamification: Methods and Technologies." In Communications in Computer and Information Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29585-5_24.

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Liu, Hui, Kevin Tak Pan Ng, and Nancy Kwan Man. "Basic Science in Liver Transplantation." In Textbook of Liver Transplantation. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82930-8_44.

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Šarmanova, Jana, and Katerina Kostolányova. "Adaptive E-Learning Textbook Evaluation Methods." In Lecture Notes in Computer Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41165-1_10.

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Conference papers on the topic "Science textbook"

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

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Electronic textbooks have a potential to combine the teaching values ​​of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its ex­pected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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Penrose, Denise. "Developing a computer science/engineering textbook." In the 1999 workshop. ACM Press, 1999. http://dx.doi.org/10.1145/1275215.1275221.

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Adams, J. Mack, John Beidler, Nell B. Dale, et al. "Publishing a computer science textbook (panel session)." In the 1986 ACM fourteenth annual conference, edited by Sharon Cogdill and Pamela S. Kirshen. ACM Press, 1986. http://dx.doi.org/10.1145/324634.325465.

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

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Grillmeyer, Oliver. "An interactive multimedia textbook for introductory computer science." In The proceedings of the thirtieth SIGCSE technical symposium. ACM Press, 1999. http://dx.doi.org/10.1145/299649.299789.

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Nur’graha, Dhea Zakia Millah, and Budi Hermawan. "What Do the Pictures Say in a Science Textbook?" In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.025.

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Tezak, Durdica. "Digital Textbooks with Workbooks for Elementary and Secondary Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2727.

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An interactive model of a digital textbook supplemented with a workbook has been designed. It represents the basis for the textbook on the CD-ROM related to the printed one. The digital textbook contains inner links, as well as outer links - access to the Internet resources. It is comes with worksheets for teaching, learning, self-learning and the knowledge testing. The contents of the worksheets includes at least with two main parts: (i) an education quiz which is intended for learning and self-learning, (ii) a knowledge quiz that verifies the acquired knowledge. The model can be filled in with teaching contents in all areas of science, humanities as well as in arts. In addition, each lecture in the textbook is provided with a comprehensive glossary and the literature references.
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Harini, Esti, Irham Taufiq, Fitria Sulistyowati, and Denik Agustito. "The Feasible Textbook for Algebra Learning." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282617.

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

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Information Systems Colleges are facing numerous challenges to develop and keep their curriculum current. Including certification objectives in IS courses give IS colleges the edge needed to remain competitive. Java, a modern object oriented programming language, has become a critical component of IS curricula because of its platform independence. This paper shows how to integrate objectives of the Sun Certified Programmer for Java 2 certification into a programming course. Current Java textbooks emphasize problem-solving concepts and do not cover certification objectives. After careful review of numerous textbooks, a textbook is selected to maximize coverage of the course and certification objectives. A detailed master syllabus is developed to optimize coverage of the certification objectives while maintaining consistency of the course. Upon completion of the course, students have the knowledge to take the certification exam and can demonstrate to employers that they have mastered the necessary skills to be productive.
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Khaled Ahmed, Khloud. "An interactive philosophical vision for textbook design to increase information value." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p67.

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This research aims to improve the visual design of information in primary school education by improving the structural and graphic design of the textbook through paper engineering of pop up interactive book based teaching material. The goal of the research is also to find a solution for textbook design that combines the benefits of an electronic book and an ordinary book by displaying images in three dimensions and content in an interactive manner to simplify and facilitate the information. The difficulty for primary school students to understand some curricula through ordinary textbooks is a research problem. In this study, we used a field study with a focus group discussion to achieve our goal, and we chose an informal ordinary book as the primary source, its title (into the crater of doom) and transforming its structure design into a pop-up book to present to primary school students and get their feedback on the method to design the pop-up book to use as an aid means of simplifying information for students, interacting with the book, and presenting the information in an interesting manner. The results of a discussion group with 33 primary school teachers divided into three groups revealed that 92% of them agreed that the design of the ordinary textbook should be updated. By presenting the researcher's pop-up book, all of them prefer to use the pop-up book as an aid in improving students' cognitive and intellectual skills. Furthermore, the results of the discussion groups with the students, a total of 35 students divided into three groups, revealed that all of them preferred to use the pop-up book in all textbooks, particularly science and social studies for 4th grade primary students. As well as making recommendations to the Ministry of Education on their performance regarding the positive impact on students of using pop-up books designed by the researcher as an aid means to students in schools and homes.
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Reports on the topic "Science textbook"

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

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

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

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

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