Relevant bibliographies by topics / Science textbooks analysis

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Academic literature on the topic 'Science textbooks analysis'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Science textbooks analysis"

1

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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2

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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3

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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4

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 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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5

Parmar, Rene S., and John F. Cawley. "Analysis of Science Textbook Recommendations Provided for Students with Disabilities." Exceptional Children 59, no. 6 (1993): 518–31. http://dx.doi.org/10.1177/001440299305900605.

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Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94–142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there was no consistency in the nature of recommendations provided for any given category of disability. Results indicate that special education and mainstream teachers should monitor the usefulness of published materials that claim to meet the needs of students with disabilities.
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6

Perez, Angelo Julian E., Armando, Jr M. Guidote, Gilbert U. Yu, and 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, no. 2 (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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7

Kuo, Chien-Min, Kuan-Yu Chen, and Yi-Ching Lin. "Textbook ranking and an assessment method and system: a case study using surveying textbooks." Electronic Library 38, no. 5/6 (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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8

Gumilar, Surya, and Irma Fitria Amalia. "The Representation of Gender Neutrality in Indonesian Physics Textbooks: A Critical Discourse Analysis." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 2 (2020): 205–14. http://dx.doi.org/10.24042/tadris.v5i2.7134.

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Gender issues in Indonesia are pivotal issues in science/physics textbooks and any aspects of life. As learning resources commonly utilized in the science classroom, physics textbooks should present gender neutrality to urge women's contribution to science. They are frequently considered less performance than those men in science. However, in the Indonesian context, few studies of gender representation in the physics textbook are conducted. Therefore, this present study investigates gender stereotypes in Indonesian physics textbooks based on social actor criteria. A Critical Discourse Analysis (CDA) is a qualitative research method employed to analyze gender neutrality discourse. The use of visual artifacts that refer to the representation of both men and women in the textbooks were utilized to emerge the roles of men and women in three frameworks: laboratory activities, physics application in daily life, and roles of men and women in the family. This present study's findings revealed that representation both men and women were almost to have the same representations based on three of these frameworks. Finally, this present study's implication is to underpin the woman representation to contribute to science activities.
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9

Metafisika, Kartika, and 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, no. 2 (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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10

Mai, Mohammed Y. M., Muhammed Yusuf, and Maria Saleh. "Content Analysis for Critical Thinking Skills in the Lower Primary School Science Textbooks in Malaysia." European Journal of Social Science Education and Research 6, no. 1 (2019): 83. http://dx.doi.org/10.26417/ejser.v6i1.p83-91.

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The purpose of this study is to analyse lower primary science textbooks (grade 1-3), which were implemented by the Ministry of Education in Malaysia, in terms of thinking skills. To achieve this, a tool for content analysis including thinking skill items will be constructed. Two science teachers have be trained to conduct the content analysis for grade 1-3 science textbooks, the reliability and validity of analysis have be verified using Cohen’s kappa statistic. From the results, it can be seen clearly that Prioritizing”, “Evaluation” and “Detecting Bias” thinking skills are not included at all in the science textbook from year one until year three. While, the most frequent critical thinking skills are “attributing”, “analysing”, “Grouping and Classifying” and “Sequencing” gradually. Most of the skills have been in the pictures for year one, and in the “text” and then within the “picture” and finally within the “activities” for both of year two and three. Such research help teachers and curriculum developers in the development and implementation of science curriculum to raise the level of achievement of thinking skills for students.Keyword: Thinking Skills, Critical Thinking Skills, Content Analysis and Science Textbooks
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