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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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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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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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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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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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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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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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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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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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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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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks." Research in Educational Policy and Management 3, no. 1 (2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.
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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.
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Subba Rao, GM, T. Vijayapushapm, K. Venkaiah, and V. Pavarala. "Quantitative and qualitative analysis of nutrition and food safety information in school science textbooks of India." Health Education Journal 71, no. 6 (2011): 725–35. http://dx.doi.org/10.1177/0017896911422783.
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Objective: To assess quantity and quality of nutrition and food safety information in science textbooks prescribed by the Central Board of Secondary Education (CBSE), India for grades I through X. Design: Content analysis. Methods: A coding scheme was developed for quantitative and qualitative analyses. Two investigators independently coded the data and inter-coder reliability was assessed using Cohen’s Kappa. The inferences were then reviewed by an expert group. Results: There was high agreement (Kappa = 0.89) between coders. Nutrition topics got > 10% pages in textbooks of grades I to VII, while they were omitted in subsequent grades. Food safety got a mere 1% of page allocation only in grades I to III books. Over 25% of biology illustrations related to nutrition in grades I, II and IV but not in others. Nutrition topics in textbooks beyond grade IV were repetitive and inconsistent. Some illustrations depicted uncommon foods and had urban bias. Conclusions: Nutrition and food safety content in science textbooks is low. Important topics such as nutritional needs during adolescence, obesity, unhealthy foods and food labelling are not covered. These findings provide direction for strengthening textbook content to promote nutrition education in schools.
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Hu, Jingjing, Xuesong(Andy) Gao, and Xuyan Qiu. "Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong." SAGE Open 11, no. 1 (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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Fayhaa N., Al-Momani. "Analysis of Middle Grades’ Science Textbooks Based on the Active Learning." International Research in Education 7, no. 1 (2019): 80. http://dx.doi.org/10.5296/ire.v7i1.14512.
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The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.
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Tóthová, Martina, and Martin Rusek. "use of eye-tracking in science textbook analysis: a literature review." Scientia in educatione 12, no. 1 (2021): 63–74. http://dx.doi.org/10.14712/18047106.1932.
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Contemporarily available technology has provided researchers quite an accessible method to see through students’ eyes. This offers researchers the chance to re-evaluate teaching materials from their, so far hidden, potential function’s point-of view. In this study, a literature review of research on science textbooks using the eye-tracking method is presented. Relevant journal articles or conference papers indexed on the Web of Science and Scopus databases were selected. From the original 112 papers, 18 were submitted to a thorough analysis after duplicate papers and papers not conforming to the topic were excluded. The studies’ characteristics, topics (influence of textbook design on student learning, distribution of attention, textbook effect etc.) and used methods (the device and measurement, additional methods, methodological issues) are included in the review. (Novice) science education researchers, state officers responsible for textbook evaluation, textbook authors or even teachers can profit from this overview, which clearly shows the state of the art as well as potential research directions.
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Asghar, Samina Ali, Tayyabba Yasmin, and Aniqa Rashid. "Pragmatic Analysis of Textbooks on the Basis of Speech Acts." Review of Education, Administration & LAW 4, no. 2 (2021): 503–7. http://dx.doi.org/10.47067/real.v4i2.164.
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This study investigatesfive speech acts of declaratives ,expressives, representatives, directives and commisives in three English textbooks at the level of III, IV and V published by Punjab Text Book Board Lahore in order to show whether theyareappropriate on pragmatic level for EFL learners or not. The results of the study reveal that thedistribution of all the speech acts is not equal both within each textbook andamong textbooks at all three levels. Among five speech acts, representative speech act occursthe most frequently in all textbooks while commissiveis the least used speech act. None of the books uses any speech act of declarative. This study implies that EFL teachers and materials designers shouldconsider pragmaticaspectsto improve the quality of both learning and instruction.
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Lee, Jung-Eun, and Eun-Young Jeon. "Analysis of the Science Writing Activities in Biology I textbooks and Life Science I textbooks." Journal of Curriculum and Evaluation 16, no. 3 (2013): 53–71. http://dx.doi.org/10.29221/jce.2013.16.3.53.
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Aydin, Sevgi, and Selma Tortumlu. "The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?" Chemistry Education Research and Practice 16, no. 4 (2015): 786–96. http://dx.doi.org/10.1039/c5rp00073d.
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To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials. Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a content-embedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.
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Qasim, Syed Hasan, and Sudhansu Shekhar Pandey. "CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 474–79. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2155.
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The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.
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Tamara Awad Alobiedallah, Tamara Awad Alobiedallah. "The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, № 29 (2021): 65–89. http://dx.doi.org/10.26389/ajsrp.r020321.
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This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.
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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.
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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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Lamanauskas, Vincentas. "SOME FEATURES OF TODAY`S SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 2 (2008): 4–6. http://dx.doi.org/10.48127/gu-nse/08.5.04a.
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Recently, the issues of science education have been exhaustively discussed. The questions of science education are debated at all levels. The today‘s situation in science education area puts forward set of problems to be indispensably solved. In this editorial such problematic aspects as qualification of science teachers, modernisation of system of preparation of science teachers in a context of the theory of constructivism, improvement of material resources of schools etc. Are shortly presented. It is stated that more attention it is necessary to give to school science textbooks and their effective usage in educational process. For example, in february 2007 an International Meeting of IOSTE on „Critical Analysis of School Science Textbook“ was organized in Hammamet (Tunisia). A lot of empirical results dealing with the anglysis of syllabuses and science textbooks were presented during the meeting. In Lithuania there are also some actual problems connected with school science textbooks, for example methodological level, quality of teaching /learning content, didactically well-founded visualisation etc. Such questions as scientific literacy, e-literacy, illiteracy, interests and motivation in science, quality of science education process at primary school level are the burning issues.
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Kirova, Gabriela. "COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE." Knowledge International Journal 28, no. 3 (2018): 991–96. http://dx.doi.org/10.35120/kij2803991g.
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Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.
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Qadeer, Altaf. "An analysis of grade six textbook on electricity through content analysis and student writing responses." Revista Brasileira de Ensino de Física 35, no. 1 (2013): 1–12. http://dx.doi.org/10.1590/s1806-11172013000100017.
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Science textbooks have to provide scientific reasons for various themes, but in some cases this is not properly emphasized. Using a document analysis method for classifying sentences and paragraphs, a sixth grade textbook on electricity that is used in Toronto is analyzed. Student writing responses are also analyzed to explore students' reflections to indicate their ways of explaining the concepts of electricity. The document analysis indicates lack of sentences to provide reasons. Although some everyday aspects of electricity are found in the textbook, the links between electricity and electrons are not clearly demonstrated in the document analysis and student responses. This finding can help to incorporate learning reasons in scientific processes through teaching and textbook designing.
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Havrylyshena, Olena. "The electronic textbook as a modern learning tool." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (2021): 5–10. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-5-10.
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One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described
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Stakhiv, Maria. "E-textbooks for Ukrainian school: problems of preparing." Proceedings of Vasyl Stefanyk National Scientific Library of Ukraine in Lviv, no. 11(27) (2019): 169–80. http://dx.doi.org/10.37222/2524-0315-2019-11(27)-10.
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The article deals with the effectiveness of electronic textbooks in Ukrainian schools, the understanding of the concept of «electronic textbook» in Ukrainian legislation governing publishing. The article analyses basic principles of creating electronic textbooks on three platform: Bristar, Розумники and MozaWeb. The problems of creating electronic textbooks for elementary school have been highlighted. The prospects for further research and the possibility of using electronic textbooks in the educational process have been described. It has been emphasized that the perception of the term «e-book» has changed. Previously, this term was understood as the device which the reading was carried out, now an e-book is a content that requires playback by individual devices. The multimedia educational publications created in the framework of the experiment of introducing the electronic textbook and the electronic platform and their compliance with the Regulations on the electronic textbook are analyzed. Summarizing our analysis, we can highlight that non-compliance with the Regulations has been identified, such as insufficient playback of products on different operating systems, non-unified design between parts of the publication that are interactive, and content of the print edition that created the electronic version. Some editions which are recommended by the Ministry of Education and Science are difficult to buy for later use, and some of them are only available in the demo version. Keywords: e-learning publication, e-textbook, New Ukrainian School, e-textbook, interactive textbook, multimedia content.
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Wood, Sara, Jeremiah A. Henning, Luoying Chen, et al. "A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags." Proceedings of the Royal Society B: Biological Sciences 287, no. 1929 (2020): 20200877. http://dx.doi.org/10.1098/rspb.2020.0877.
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Textbooks shape teaching and learning in introductory biology and highlight scientists as potential role models who are responsible for significant discoveries. We explore a potential demographic mismatch between the scientists featured in textbooks and the students who use textbooks to learn core concepts in biology. We conducted a demographic analysis by extracting hundreds of human names from common biology textbooks and assessing the binary gender and race of featured scientists. We found that the most common scientists featured in textbooks are white men. However, women and scientists of colour are increasingly represented in contemporary scientific discoveries. In fact, the proportion of women highlighted in textbooks has increased in lockstep with the proportion of women in the field, indicating that textbooks are matching a changing demographic landscape. Despite these gains, the scientists portrayed in textbooks are not representative of their target audience—the student population. Overall, very few scientists of colour were highlighted, and projections suggest it could take multiple centuries at current rates before we reach inclusive representation. We call upon textbook publishers to expand upon the scientists they highlight to reflect the diverse population of learners in biology.
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Kim, Min-Ah, and Do-Seon Eur. "Analysis of Science Writing Activities in Middle School Science Textbooks." Journal of Curriculum and Evaluation 20, no. 4 (2017): 25–51. http://dx.doi.org/10.29221/jce.2017.20.4.25.
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Kim, Soyeon, and Eunyoung Jeong. "Analysis of Science Writing Activities in Middle School Science Textbooks." Journal of Curriculum and Evaluation 20, no. 4 (2017): 53–76. http://dx.doi.org/10.29221/jce.2017.20.4.53.
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Taber, Keith S. "Critical analysis of science textbooks: evaluating instructional effectiveness." Teacher Development 19, no. 2 (2014): 269–72. http://dx.doi.org/10.1080/13664530.2014.997982.
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LEE*, Bongwoo. "Analysis of 'Image' in Middle-school Science Textbooks." New Physics: Sae Mulli 62, no. 6 (2012): 589–600. http://dx.doi.org/10.3938/npsm.62.589.
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Voyevutko, Natalya, and Elena Kuligina. "FORMATION OF CRITERIA OF THE ANTI-DISCRIMINATION ANALYSIS OF SCHOOL TEXTBOOKS IN THE UKRAINIAN EDUCATIONAL FIELD." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 460. http://dx.doi.org/10.17770/sie2019vol2.3947.
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This scientific work is aimed to develop the criteria of conducting the anti-discriminatory analysis of school textbooks based on the performed research. The work specified the normative, legal, scientific and methodical bases of gender and anti-discrimination analysis. The anti-discrimination requirements to the content of textbooks developed by the Ministry of Education and Science of Ukraine, the formation of gender expertise, and its reformatting into anti-discrimination one were analyzed. Authors of the work suggested the criteria of anti-discriminatory analysis that form a system combining the qualitative and quantitative factors in the evaluation of parameters, which are components of content of the textbook.
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Seifert, Susanne. "Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade." Technology, Knowledge and Learning 26, no. 2 (2021): 383–405. http://dx.doi.org/10.1007/s10758-021-09490-w.
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AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.
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Mastropieri, Margo A., and Thomas E. Scruggs. "Text Versus Hands-On Science Curriculum." Remedial and Special Education 15, no. 2 (1994): 72–85. http://dx.doi.org/10.1177/074193259401500203.
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This paper describes recent educational reform efforts in science education and their potential impact on students with disabilities. An analysis of the curriculum in science education in four school districts from four different states is presented. Two districts employ a content approach using textbooks as the dominant instructional medium, while the other two districts employ a hands-on approach using manipulative activities and thematic units. Comparisons are made within and across the activities-oriented and textbook approaches. Implications for students with disabilities are discussed.
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Juwita, Arifin Maksum,. "ANALISIS KUALITAS BUKU PELAJARAN IPS SD." Perspektif Ilmu Pendidikan 30, no. 1 (2016): 41. http://dx.doi.org/10.21009/pip.301.6.
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ANALISIS KUALITAS BUKU PELAJARAN IPS SDArifin Maksum & Juwitae-mail: arifinmaksum@yahoo.co.idPendidikan Guru Sekolah Dasar, Universitas Negeri JakartaJalan Rawamangun Muka Jakarta TimurAbstrak: Saat ini banyak buku pelajaran yang beredar menyimpang dari isi materi yang sebagaimana mestinya. Pusat Perbukuan sebagai lembaga yang menerbitkan buku dari pemerintah hendaknya dapat memberikan contoh buku yang layak bagi siswa sehingga diadakannyalah penelitian ini. Penelitian ini dilakukan dimulai dari bulan Juni - November 2015 dengan objek penelitian buku pelajaran IPS kelas VI SD. Metode penelitian yang dilakukan yaitu analisis isi berupa daftar checklist mengenai indikatorindikatorpenilaian dari sebuah buku pelajaran. Hasil penelitian dari penelitian ini diharapkan akanmenjadi pertimbangan dari layaknya sebuah buku pelajaran.Kata-kata Kunci: sumber belajar, buku teks, analisis kualitas
QUALITY ANALYSIS OF PRIMARY SCHOOL SOCIAL SCIENCE TEXTBOOKAbstract: Currently, many primary and secondary education textbooks are published and available in the market, but the quality does not meet the students’ needs. The Center for Textbook Development, Ministry of Education and Culture should produce textbook models to facilitate learning. This research conducted as from June through November 2015 examined Social Science textbooks for Grade VI Primary School. The research method used was content analysis and the data were collected by check list forms on the evaluation indicators of the textbooks. The result of the research is expected to become information for the appropriateness of textbooks.Keywords: learning resource, textbook,quality analysis
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Miceli, Bruna Sarpa, and Marcelo Borges Rocha. "Analysis of the Language of Scientific Divulgation Texts Related to Genetics Inserted in the Biology Textbook." Acta Scientiae 21, no. 4 (2019): 20–33. http://dx.doi.org/10.17648/acta.scientiae.v21iss4id4960.
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The Scientific Divulgation texts (SD), when inserted in Biology textbooks, are capable to help to bring students closer to scientific knowledge, especially in relation to Genetics, which is still seen as a difficult discipline to understand and which is linked to ethical, social, political and cultural issues. In this way, it was questioned the aspects of the language when the SD texts are inserted in the Biology textbooks. Thus, the goals of this research was to analyze the language presented by SD texts related to Genetics present in the Biology textbooks. In this sense, 17 texts were selected from a collection of textbook and were analyzed based on the presence of metaphors, analogies, explanatory terms and conceptual errors. The results indicated that the most of the texts presented linguistic resources and that they were used with the intention to facilitate the student's understanding of this theme. It was concluded that maintaining these resources, we could contribute to bring the reader closer to knowledge about Science.
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Yaman, Süleyman. "Investigating Consistency of Questions in Primary and Middle School Science Textbooks with Objectives in Science Curriculum." Journal of Education and Training Studies 5, no. 4 (2017): 81. http://dx.doi.org/10.11114/jets.v5i4.2020.
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Due to problems related their content and use; textbooks do not achieve the expected effect in learning although they are one of the most important elements of the science curriculum. Questions in textbooks are also important criteria in determining the effect of textbooks. In this study, it was aimed to compare questions in four different science textbooks, both qualitatively and quantitatively in terms of objectives of curriculum. 2677 questions retrieved from primary school 3rd and middle school 5th and 6th grades textbooks were investigated comparatively in terms of their ratio across objectives in the curriculum, cognitive levels and types. According to the analysis, it was determined that there were differences between distributions of questions in the same and different grade level textbooks. It was also found that questions related to the objectives regarding input and processing skills were more than questions related to the objectives of output skills. Besides, it was observed that most of the questions in textbooks were aligned with traditional assessment and evaluation tools, and the ratio of the alternative type tools was found to be lower than the ratio of four different textbooks.
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Iliichuk, Liubomyra. "CURRENT REQUIREMENTS FOR THE DEVELOPMENT AND IMPLEMENTATION OF ELECTRONIC TEXTBOOKS IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 123–32. http://dx.doi.org/10.28925/2414-0325.2019s11.
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One of the decisive factors in the modernization of the education system is the creation of a new generation of learning tools that combine the achievements of modern pedagogical science with the powerful didactic capabilities of information technology. Therefore, the problem of implementation of electronic educational resources into the educational process of the elementary school, in particular, electronic textbooks becomes of special urgency nowadays. The article summarizes the results of the analysis of modern scientific literature regarding the requirements for the development of electronic textbooks and the peculiarities of their introduction to the system of general secondary education. The essence of the concept «electronic textbook» has been found out, its features, functions, components, as well as advantages and risks of application in modern educational institutions have been determined. The psychological and pedagogical, methodological and technical requirements for electronic textbooks have been determined and the possibility of their use in the elementary school has been substantiated. The analysis of peculiarities of structural organization, didactic functions and advantages of using electronic textbooks allowed showing their effectiveness in raising the level of interest of students, positive impact on the personal development of children, their qualitative training in the process of learning. The author paid attention to the importance of systematic use of electronic textbooks in the educational process, conducted an analysis of electronic textbooks for pupils of the New Ukrainian School. The article emphasizes the necessity of creating electronic textbooks for a modern school, specifies the concrete steps of the state educational policy in this direction, in particular, the legal regulation of the specified activity, as well as conducting an all-Ukrainian experiment «An Electronic Textbook for General Secondary Education».
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Guret, Rahmat, and M. Fahri Yasin. "HUBUNGAN PEMANFAATAN BUKU TEKS DAN LINGKUNGAN SEKOLAH DENGAN HASIL BELAJAR IPS." Akademika 8, no. 02 (2019): 195–216. http://dx.doi.org/10.34005/akademika.v8i02.555.
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Abstract : This study aims to examine whether or not there is a meaningful relationship between textbooks and the school environment with the results of learning social science both one by one and together. This research was conducted at the junior high school (SMP) which is located in the Bekasi City environment. The time of implementation this research is carried out from November to February 2019. For the independent variables, namely the use of textbooks and the school environment, the data was collected using questioner. The measuring instrument uses a likert scale, while the final variable is the result of learning social science whose instruments use a multiple choice test. The research method used to explain the relationship between the research variables is the survey method. Testing the validity of the textbook and school environment using the product moment formula and the reliability calculation using the Alpha formula of Social Sciences using the biserial point correlation formula and reliability calculation using the KR-20 formula. Data analysis techniques using statistical tests in the form of correlation and simple linear regression and multiple correlations and regression. Hypothesis testing is carried out at a significant level.This research produces three main conclusions, namely:(1) There is a positive and significant relationship between the use of textbooks and learning outcomes of Social Sciences (IPS). (2) There is a positive and significant relationship between the school environment and the learning outcomes of Social Sciences (IPS). (3) There is a positive and significant relationship between the relationship between the use of textbooks and the school environment together with the learning outcomes of Social Sciences (IPS).
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Tárraga-Mínguez, Raúl, Julio Tarín-Ibáñez, and Irene Lacruz-Pérez. "Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain." Mathematics 9, no. 17 (2021): 2123. http://dx.doi.org/10.3390/math9172123.
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A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving.
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Mohammad Alayasrah, Mohammad Nayef, and Shima’ Mkhymr Salih Yahyaa. "The Analysis of the Science Textbooks for the First Three Grades in the Brimary Education in Jordan in the Domain of Science Process Skills (2017)." Review of European Studies 9, no. 4 (2017): 68. http://dx.doi.org/10.5539/res.v9n4p68.
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The current study aims at detecting the essential and integrated science process skills in the first three grades of the primary education in Jordan using the analytical and descriptive Method. The study population consists of the science textbooks of the first three grades in the primary education in Jordan in 2015/2016.The sample of the study is its population. The study has shown that the most basic science process skills included in the science textbooks is the observation process. The textbooks also include all the integrated science process skills, and the experimental process is the most frequent one. However, the books do not include the processes of using time and place elations and the connection process. According to its results, the study has recommended the following. The process of using numbers in the science textbooks of the first grade, and also the processes of using time and place processes, and connections process in the first three grades science books along with the basic science process skills in an organized and balanced form, in the first three grades should be included, it also suggests conducting a study about the evaluation of the first three grades teachers, and the changes in the science textbooks of the first three grades in Jordan.
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Yun, Eunjeong, and Yunebae Park. "Analysis of Physics Terminology in Science Textbooks for Teaching Science Words." Journal of The Korean Association For Research In Science Education 33, no. 4 (2013): 735–50. http://dx.doi.org/10.14697/jkase.2013.33.4.735.
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Faqih, Nurul Makrifah, and Nur Fauzi. "Pengembangan Bahan Ajar Buku Teks IPS Tema Indahnya Kebersamaan Pada Peserta Didik Kelas 4 MI An Nuriyah Kwanyar Bangkalan." FIKROH: Jurnal Pemikiran dan Pendidikan Islam 13, no. 2 (2020): 132–43. http://dx.doi.org/10.37812/fikroh.v13i2.98.
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This research aims to develop Social Science Textbook teaching materials. The material teaching is developed in the form of social studies textbooks with the theme "Beautiful Togetherness" and appropriate based on student’s expertise and readability as seen from the material or content, linguistic, presentation, and graphic aspects. This research is a research and development study with the design of analysis, planning, and developing textbook development. The feasibility of the expert test was carried out by material experts and media experts, while the students' openness test was carried out by the 4th grade students of MI An-Nuriyah from group A with a total of 36 students and 4th grade students of MI An-Nuriyah from group B with a total of 32 students. The ttechnique of Collecting data is done using a questionnaire. The method used to analyze data is quantitative descriptive analysis techniques by the distribution of five scales and the rating scale predetermined. Textbooks are well considered by material experts and media experts that has a minimum average score "enough" category. The text book feasibility test results the assesment Experts in the "good" category. Evaluation of textbooks by media experts are "enough" and "good" categories. The results of the textbook feasibility test by textbook students are categorized as "good."
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Zhenchenko, Maryna, Ihor Zhenchenko, Yaroslavа Prykhoda, and Tetyana Kharlamova. "Textbooks for the New Ukrainian School as a Means of Effective Educational Communication: Discourse Analysis and Problems of the Culture of the Edition." Current Issues of Mass Communication, no. 25 (2019): 51–65. http://dx.doi.org/10.17721/2312-5160.2019.25.51-65.
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The purpose of the study, which we started in October 2018 with the support of the Ministry of Education and Science of Ukraine and the intergovernmental Ukrainian-Finnish project “Learning together”, is to analyze the quality of modern textbooks for the first grade of the New Ukrainian School, to identify outdated scientific paradigms, to identify and systematize cultural problems of textbook publication, which should be taken into account during the editorial and publishing of textbooks for the second and third grades. Methodology. At the initial stage of the study, a bibliographic method was used for the identification and systematization of scientific sources, normative legal documents on the problems of textbook creation. The use of methods of discourse analysis, logical, semantic, context analysis of text and visual components of textbooks for the first grade of the New Ukrainian School made it possible to identify the problematic aspects of the textbook publication culture. Typical flaws in the culture of textbook publication for the New Ukrainian School are systematized using methods of scientific generalization and classification. The results of the research showed a number of problems: visualization of outdated Soviet discourse, systematic errors, consistency and logic of presentation of the material, fairly low linguistic culture of publications, and sometimes unsatisfactory quality of artistic design. The solution of these problems requires a complex, systemic and integrative approaches. This includes the training of editors, publishers, authors, the formation of their high social responsibility, the creation of a single scientific and informational space for authors, reviewers and editors based on the leading publishing houses and academic departments of publishing and editing, the organization of seminars, trainings, summer/winter schools, etc. Such work has already begun within the preparatory stage of the international project “Finnish support for a New Ukrainian School”. The results of the research were used during the All-Ukrainian scientific and practical seminar “New textbook for the New Ukrainian School: Requirements, criteria for evaluation, registration” organized by the Institute for the modernization of the content of education for publishers who worked on textbooks for the second grade of the New Ukrainian School (November 22, 2018), training for experts who assessed the textbook for the second grade of the New Ukrainian School (January 21-23, 2019) and training sessions for publishers of textbooks for the New Ukrainian School (March 12-15, 2019), prepared by using experts from the Ukrainian- Finnish project “Learning together.”
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Roeckelein, Jon E. "Naming in Psychology: Analyses of Citation Counts and Eponyms." Psychological Reports 77, no. 1 (1995): 163–74. http://dx.doi.org/10.2466/pr0.1995.77.1.163.
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Three analyses are reported of the empirical assessment of naming in psychology: (1) authors' naming ratios (total surname counts divided by total number of textbook pages) in introductory psychology textbooks, (2) analysis of individual psychologists frequencies of citation, and (3) identification, cataloguing, and categorizing eponyms. Analyses indicate that current (1990–1994) authors show significantly different frequencies of naming among themselves and that during the past 75 years there has been a significant increase in naming over-all in textbooks as well as naming particular psychologists. Eponyms on a list of over 1,000 collected eponyms are assigned to low-, medium-, or high-frequency categories based on referencing in selected source books. Questions are raised concerning the use of naming, citation counts, and eponyms in the historical analysis of psychology as a science.
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Donghee Shin and 신하윤. "Analysis of Scientific Events and Scientists in Science Textbooks." SECONDARY EDUCATION RESEARCH 60, no. 3 (2012): 665–98. http://dx.doi.org/10.25152/ser.2012.60.3.665.
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Lucy, Li, Dorottya Demszky, Patricia Bromley, and Dan Jurafsky. "Content Analysis of Textbooks via Natural Language Processing: Findings on Gender, Race, and Ethnicity in Texas U.S. History Textbooks." AERA Open 6, no. 3 (2020): 233285842094031. http://dx.doi.org/10.1177/2332858420940312.
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Cutting-edge data science techniques can shed new light on fundamental questions in educational research. We apply techniques from natural language processing (lexicons, word embeddings, topic models) to 15 U.S. history textbooks widely used in Texas between 2015 and 2017, studying their depiction of historically marginalized groups. We find that Latinx people are rarely discussed, and the most common famous figures are nearly all White men. Lexicon-based approaches show that Black people are described as performing actions associated with low agency and power. Word embeddings reveal that women tend to be discussed in the contexts of work and the home. Topic modeling highlights the higher prominence of political topics compared with social ones. We also find that more conservative counties tend to purchase textbooks with less representation of women and Black people. Building on a rich tradition of textbook analysis, we release our computational toolkit to support new research directions.
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Haidi, Haidi, Wan Syafi’i, and Imam Mahadi. "Analysis of the Validity Level of Biology Textbooks based on the 2013 Curriculum with the Integration of Ayat Kauniyah." Journal of Educational Sciences 4, no. 4 (2020): 849. http://dx.doi.org/10.31258/jes.4.4.p.849-863.
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The validity of textbooks is an important thing before it is used in the learning. This study aims to determine the level of validity of the 2013 curriculum-based biology textbook that is integrated to the ayat Kauniyah (Kauniyah verses). The research was conducted on the campus of the Master of Biology Education Study Program, FKIP, Riau University. The validation of the textbook was carried out by 5 validators consisting of 3 experts according to their fields and expertise, and 2 validators from education practitioners. The validators from the expert element consists of Plant Science expert, Animal Science expert and one expertist on the integration of kauniyah verses. While the validator from the education practitioner element consists of 2 SMAIT teachers who are members of the city biology subject teacher deliberation (MGMP) Pekanbaru. The developed Biology textbooks based on the 2013 curriculum with the integration of kauniyah verses were declared very valid with an average of 95.20%. If detailed based on indicators, the results obtained are 94.44% in appearance aspects (very valid), 96.53% content aspects (very valid), 97.22% presentation aspects (very valid), 95.00% linguistic aspects (very valid) ) and aspects of the kauniyah verses 92.82% (very valid).
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Antrakusuma, Bayu, Mohammad Masykuri, and Maria Ulfa. "Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept." International Journal of Science and Applied Science: Conference Series 2, no. 1 (2017): 72. http://dx.doi.org/10.20961/ijsascs.v2i1.16682.
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<p class="Abstract">The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.</p>
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Dewi, Lintang Indah Ayu Respati. "A Cultural Portrait of “little c” Themes in an English Textbook Used by Indonesian Junior High School Students: A Content Analysis." AKSARA: Jurnal Bahasa dan Sastra 20, no. 2 (2019): 88–100. http://dx.doi.org/10.23960/aksara/v20i2.pp88-100.
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In recent decades, cultural content analysis of EFL textbooks has received a wide attention in ELT pedagogy. This research aims at analyzing the cultural themes, especially “little c” and culture categories presented in an English textbook used by Junior High School students in Indonesia. This study was carried out using Xiao’s suggested themes for detecting “little c” that represent food, holiday, lifestyles, customs, values, hobbies, and gesture/body language. Besides, it also investigated the culture categories proposed by Cortazzi and Jin, namely source culture, target culture, and international culture. The result showed that the presentation of the source, target, and international culture are in an imbalance proportion. The textbook’s content mostly exposes target culture and source culture. Meanwhile, international culture was not exposed. Moreover, value and food dominated the cultural theme in the textbook. Meanwhile, lifestyle and customs are less exposed. Furthermore, three themes of “little c” (holiday, hobbies, and gestures) were not exposed at all. Due to the imbalance proportion of cultural content, the textbook developers should provide a more balanced proportion of cultural contents in terms of themes and categories to help learners gain more knowledge related to intercultural understanding.