Relevant bibliographies by topics / Student textbook

Contents

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

Academic literature on the topic 'Student textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Student textbook"

1

Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Duncan Selby, Roger, Korey P. Carter, and Stuart H. Gage. "Survey concerning electronic textbooks." International Journal of Sustainability in Higher Education 15, no. 2 (2014): 142–56. http://dx.doi.org/10.1108/ijshe-03-2012-0022.

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Purpose – A survey of students in different undergraduate majors and years asked where they bought their textbooks, the types of electronic devices they used, and their post-class use of textbook material. The research goal was to determine the groups of students likely most receptive to e-textbooks and to assess the potential environmental benefits of e-textbook adoption. The paper aims to discuss these issues. Design/methodology/approach – The student population of freshmen and juniors registered at Michigan State University were surveyed via e-mail/online in summer 2010. 477 freshmen (7.8 percent of surveyed) and 652 juniors (10.2 percent of surveyed) responded. Responses were grouped together into seven categories by student major. Findings – Surveyed students used far more print textbooks than e-textbooks. Laptops were the dominant student device and their future promise for e-textbook use is limited. The higher-than-expected rate of e-waste generation by students indicates that the environmental benefits of e-textbook adoption may be limited without improvements in e-waste management. However, results suggest that students from all majors and years were willing to experiment with different textbook vendors, so if functionality and cost incentives are improved, e-textbook adoption will likely be a widespread campus phenomenon. Originality/value – Research on e-textbooks often focuses on educational value or student preference; this research instead provides results assessing whether current e-device use on campus will support e-textbooks and whether adopting e-textbooks will have an environmental benefit over print textbooks. The study also reveals that many students learn to adapt their purchasing behavior with experience, and that this trend is widespread throughout all majors.
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Gay, A. Susan, Arlene Barry, Katrina S. Rothrock, and Lisa Pelkey. "Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms." International Journal of Research in Education and Science 6, no. 1 (2019): 120. http://dx.doi.org/10.46328/ijres.v6i1.642.

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A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
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Chulkov, Dmitriy, and Jason VanAlstine. "The impact of multiple textbook format availability in business education." Journal of Applied Research in Higher Education 6, no. 1 (2014): 176–86. http://dx.doi.org/10.1108/jarhe-09-2012-0024.

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Purpose – Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books. Design/methodology/approach – The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded. Findings – The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them. Originality/value – This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.
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Knecht, Petr, and Veronika Najvarová. "How Do Students Rate Textbooks?" Journal of Educational Media, Memory, and Society 2, no. 1 (2010): 1–16. http://dx.doi.org/10.3167/jemms.2010.020101.

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This article argues in favor of including students in textbook research. As teachers decide which textbooks to use in their classrooms, they are the ones who influence textbook development. The article presents a research review of students' evaluations of textbooks, demonstrating that inviting students into the debate may result in interesting stimuli for improving textbooks. The article also discusses suggestions based on student feedback.
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Fisher, Matthew R. "Evaluation of Cost Savings and Perceptions of an Open Textbook in a Community College Science Course." American Biology Teacher 80, no. 6 (2018): 410–15. http://dx.doi.org/10.1525/abt.2018.80.6.410.

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Open textbooks are free, online resources that can replace traditional textbooks and save students money. The costs of traditional textbooks continue to increase, and this can particularly affect at-risk, low-income students. Few studies have analyzed student perceptions of open textbooks and how they influence academic achievement, but the emerging trend is positive. In the present study, I assessed student perceptions of an open textbook and calculated the subsequent cost savings. Although there were some limitations to my study, such as a low sample size, my results closely mirror previous studies in that most students had favorable opinions of the open textbook and would prefer to use them over traditional textbooks. The average cost savings per student was $81 for one course, determined using a novel method that does not assume all students buy new textbooks. These savings were likely important to the students, the majority of whom worked five hours or more and have received Pell Grants or other tuition waivers.
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Ragan, Amy, Jenna Kammer, Charlene Atkins, and Rene Burress. "Learning to read online: the effect of instruction on e-textbook use." Library Hi Tech 37, no. 2 (2019): 293–311. http://dx.doi.org/10.1108/lht-01-2018-0011.

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Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.
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Anderson, Talea, and Carrie Cuttler. "Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students." International Review of Research in Open and Distributed Learning 21, no. 1 (2020): 40–60. http://dx.doi.org/10.19173/irrodl.v20i5.4141.

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As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book’s format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students’ willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.
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Rush Wittkower, Lucinda, and Leo S. Lo. "Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success." Open Praxis 12, no. 1 (2020): 115. http://dx.doi.org/10.5944/openpraxis.12.1.1036.

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To provide more affordable course content to our students and faculty, local data on how students perceive textbook expenses and how the costs impact student success would be necessary in order to advocate to faculty and other stakeholders. This survey, conducted at a mid-sized research public institution, aims to explore student perceptions of textbooks and how these perceptions influence academic success. The results reveal that students feel that the cost of required textbooks is unreasonable and that students are more likely to purchase required textbooks for in-major classes than for elective or general education courses. The most common means of reducing costs are purchasing from a vendor other than the campus bookstore, renting, or sharing books with classmates. Implications for academic success included not purchasing required textbooks or withdrawing from a course due to not having the materials. Students whose majors are housed in the College of Business have the highest textbook costs.
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Chang, Heejin, and Scott Windeatt. "Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course." International Journal of Mobile and Blended Learning 13, no. 2 (2021): 73–95. http://dx.doi.org/10.4018/ijmbl.2021040105.

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This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.
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Dissertations / Theses on the topic "Student textbook"

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Defence, Astrid. "The readability of the mathematics textbook : with special reference to the mature student." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ44873.pdf.

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Liu, Gang. "A Comparison of the Effects of Enhanced Hands-On Intervention Versus Textbook Interventions to Understand Student Misconceptions in Particle Dynamics." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7202.

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The present dissertation research examined the effects of applying the enhanced hands-on intervention to reveal and correct student misunderstandings of the concepts in engineering dynamics, especially particle dynamics. We involved 36 student volunteers for three different research topics. The student participants were divided into two groups in each research topic: enhanced hands-on intervention and pure textbook groups. An interview and intervention was conducted with each participant individually. The author introduced the “Think-Aloud” method with two kinds of interventions mentioned above. The participants were required to speak out their thought process loud as they worked on the two sets of assessment questions with intervention between them, and the entire process was audio and video recorded. The audio records were transcribed into text files and segmented with meaningful codes. In all of the codes, the relationship between misconceptions found and potential reasons for these misconceptions were revealed. The effects were assessed by qualitative and quantitative research methods. Statistical analysis of the coding results verified the efficacy of the coding process. The qualitative research focused on the reasoning progress of the participants and the quantitative research focused on the score increase rates and normalized learning gains of the participants in both intervention groups. It was found that the groups who utilized the enhanced hands-on intervention achieved a better performance than those who accepted only textbook interventions in score increase rates, normalized learning gains, and code reduction rates, for all three research topics. In addition, the enhanced hands-on intervention showed a higher effectiveness than the textbook intervention for lower-level concepts, but it was harder to correct those misconceptions related to applications with higher abstraction of the concept itself. From the results of the normalized learning gains, the enhanced hands-on intervention benefitted the top students more than the struggled students. The research results suggested that the enhanced hands-on intervention should be added to the current engineering curricula in order to help students to improve their academic performance.
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Alenazi, Oudah. "Does this book help learners become better writers? A triangulation of teacher-student attitudes to an ESL writing textbook /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136079471&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Ulrich, Natalie. "The cultural dimension in the secondary MFL classroom and textbook materials in the UK : an investigation into the student perspective." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406999.

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Honorato, Alex Henrique Alves [UNESP]. "Modelagem matemática e o material didático do Estado de São Paulo: diálogos em um trabalho com licenciandos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148011.

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Submitted by Alex Henrique Alves Honorato null (alex_unesp2010@hotmail.com) on 2017-01-13T00:04:36Z No. of bitstreams: 1 Honorato (2016).pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5)
Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-16T18:49:46Z (GMT) No. of bitstreams: 1 honorato_aha_me_rcla.pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5)
Made available in DSpace on 2017-01-16T18:49:46Z (GMT). No. of bitstreams: 1 honorato_aha_me_rcla.pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5) Previous issue date: 2016-12-06
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Este trabalho investiga o que licenciandos em Matemática podem expressar, por meio do diálogo, sobre o trabalho com atividades de Modelagem articuladas com o material didático do Estado de São Paulo, no contexto de uma disciplina de Estágio Supervisionado. A pergunta que norteia o desenrolar deste estudo é: O que licenciandos de Matemática comunicam quando vivenciam o desenvolvimento de atividades de Modelagem articuladas com o material didático do estado de São Paulo? Para tanto, a produção dos dados é realizada durante a disciplina “Metodologias de Ensino de Matemática e Estágio Supervisionado I”, a qual está vinculada à matriz curricular do curso de Licenciatura em Matemática, da Universidade Estadual Paulista, campus de São José do Rio Preto. Com isso, os sujeitos são os próprios licenciandos da referida disciplina. A abordagem metodológica que fundamenta a investigação é a de cunho qualitativo e são utilizados como instrumentos metodológicos os diálogos, a vídeogravação, a entrevista semiestrutura e os documentos (compostos pelas atividades desenvolvidas pelos licenciandos). Como resultados, tem-se algumas possibilidades de condução de atividades de Modelagem a partir do material didático, tanto na escolha do tema, no início da atividade, quanto no decorrer dela; algumas alternativas de elaboração de atividades de Modelagem articuladas com Situações de Aprendizagem, presentes em tal material didático; e alguns aspectos favoráveis e justificativas para a utilização de atividades de Modelagem na Educação Básica, bem como alguns obstáculos e algumas resistências e inseguranças para a mesma, a partir das vivências dos licenciandos durante as aulas.
This study investigates what pre-service Mathematics teachers can express, through dialogue, on the working with modeling activities articulated with Sao Paulo State textbooks, in a supervised training course context. The question that guides this study is: What Mathematics is communicate by pre-service Mathematics teachers when they experience the development of modeling activities articulated with the Sao Paulo State textbooks? Therefore, the data production was performed during the course "Mathematics Teaching methodologies and Supervised Training", which is linked to the curriculum of the Mathematics Undergraduation, of Sao Paulo State University, Sao Jose do Rio Preto. Thereby, the research subjects are the graduates in this discipline. The methodological approach used in this research is qualitative following the dialogues, video recording, semi structured interviews and documents (made up of the activities undertaken by the undergraduates). The results show some possibilities of modeling activities through the official textbooks, whether choosing the subject in the beginning of the activity, as during it; some alternatives of elaboration of modeling activities articulated with learning situations, following this educational material; and some favorable aspects and justifications for the use of modeling activities in the Basic Education, as well as some obstacles, resistance and insecurities to this use, according to graduates experiences during class.
CNPq: 130609/2015-3
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Hung, Jo Lieh. "Types of and reasons for teacher modification of textbook materials, and a comparison between the prescribed and modified methods of teaching democratic citizenship education based on student performance /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7607.

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Baser, Nadiye. "A Case Study Of Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614403/index.pdf.

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The purpose of this study was to investigate teachers&rsquo
ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo
views about elementary students&rsquo
usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo
views about mathematics textbooks&rsquo
characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo
mathematics textbook usage and students&rsquo
mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.
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Silva, Karina T. F. da. "Do scripted textbook dialogues reflect native speaker discourse an analysis of English textbooks for adult students in Brazil /." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040048746.

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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.

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Van, Vuuren T., and D. M. Ferreira. "DEVELOPING GUIDELINES FOR A SOUTH AFRICAN TEXTBOOK OF TRANSLATION." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/284.

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Published Article
The declaration of eleven languages as the official languages of South Africa brought about an increased need for translation and language planning in South Africa. However, many students of translation experience difficulty to produce quality translations, even after completing a course in translation. The purpose of this article is to report the findings of the original research on an investigation of the possible cause of this problem, as well as to find a possible solution to the problem. The results of the study show that the reason for this problem might be the training of translation students by using foreign textbooks and the lack of a South African textbook of translation. The findings further suggest that a translation textbook true to the South African context might be the solution to this problem. This study focuses on developing guidelines for the compilation of such a textbook.
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Books on the topic "Student textbook"

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BTEC first business: Student textbook. Collins Educational, 2010.

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Smith, Allen W. Demystifying economics: The student-friendly textbook. Ironwood Publications, 2012.

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Bingham, Marjorie Wall. Women and the Constitution: Student textbook. The Carter Center of Emory University, 1990.

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Gary, Coulton, ed. Entrepreneurship for everyone: A student textbook. SAGE, 2009.

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1944-, Larsen Lawrence P., and Heathkit Zenith Educational Systems (Group), eds. 16-bit microprocessors, interfacing: Student textbook. Heath Co., 1989.

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Mellor, Robert B. Entrepreneurship for everyone: A student textbook. SAGE, 2009.

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J, Hart Jerome, ed. Student psychiatry today: A comprehensive textbook. 2nd ed. Butterworth-Heinemann, 1995.

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Health and social care: Student textbook. Collins Educational, 2011.

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Cohen, Robert I. Student psychiatry today: A comprehensive textbook. Heinemann Professional Pub., 1988.

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Mostert, Willem Petrus. Demography: Textbook for the South African student. Human Sciences Research Council, 1998.

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Book chapters on the topic "Student textbook"

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Guardia, Adrian, Robert Vinaja, and F. I. Waggoner. "Student e-Textbook Engagement and Performance Outcomes." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_11.

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Shorb, Justin M., and John W. Moore. "The ChemPaths Student Portal: Making an Online Textbook More than a Book Online." In ACS Symposium Series. American Chemical Society, 2010. http://dx.doi.org/10.1021/bk-2010-1060.ch015.

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Firth, Miriam. "Introduction to the textbook." In Employability and Skills Handbook for Tourism, Hospitality and Events Students. Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-1.

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Seligman, Ross A. "Finding the Right Textbook." In How to Teach a Course in Research Methods for Psychology Students. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42878-5_3.

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Chaves, Edilson Aparecido, and Tânia Maria F. Braga Garcia. "History Textbook Evaluation by High-School Students." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_29.

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Lopez, Belinda J., Rachael Ammons Whitaker, Patricia A. Harris, and Lisa A. Wines. "Navigating a Digital Textbook or Online Lab." In Online Counselor Education: A Guide For Students. SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801208.n9.

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Goess, Brian C., and Andrea Tartaro. "Flipped Textbooks: Student-Created Online Wiki Textbooks for Intermediate and Advanced Chemistry Classes." In ACS Symposium Series. American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1261.ch010.

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Ayabe, Hiroaki, Emmanuel Manalo, Mari Fukuda, and Norihiro Sadato. "What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.

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AbstractPrevious studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.
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Väljataga, Terje, Sebastian H. D. Fiedler, and Mart Laanpere. "Re-thinking Digital Textbooks: Students as Co-authors." In Advances in Web-Based Learning -- ICWL 2015. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25515-6_13.

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Salami, T. O., and E. O. Omiteru. "E-Textbooks and the Digital Natives: A Study of First-Year Chemistry Students’ Attitudes toward E-Textbooks." In The Promise of Chemical Education: Addressing our Students’ Needs. American Chemical Society, 2015. http://dx.doi.org/10.1021/bk-2015-1193.ch004.

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Conference papers on the topic "Student textbook"

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Mathien, Lorena D. "Case Study: Use of Open Education Resources in Business Capstone." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7914.

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Recent studies on textbook costs in the United States have indicated that there is a direct relationship between textbook costs and student success. With textbook costs increasing at a rate higher than the cost of living, many students have cited the textbook cost as an extremely important factor when obtaining (or not obtaining) a textbook. Open educational resources (OER) are tools that educators can use to supplement or build a course. OER are free for anyone to reuse, revise, remix, and redistribute and are a low-cost, tailored solution for faculty and students. There have been calls for research that demonstrates how OER are being put into practice. This case study examines the responses of users to a voluntary survey in a capstone business course that implemented OER in lieu of traditional textbooks. The study suggests that, for teachers and students, as well as self-directed learners, OER provide a valuable resource to eliminate the pay wall, improve learning design, and support the power of the community through sharing and collaboration.
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Sheppard, Sheri, Kim Jones, and Natalie Jeremijenko. "Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.

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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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Cummings, Karen, Timothy A. French, and Patrick Cooney. "Student Textbook Use in Introductory Physics." In 2002 Physics Education Research Conference. American Association of Physics Teachers, 2002. http://dx.doi.org/10.1119/perc.2002.pr.001.

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Wijaya, Bagus R., Yuni Sri Rahayu, and R. Agustini. "Improving Students' Scientific Arguments Guided Inquiry Ability Through Student Textbook." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.17.

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Suzuki, Fumiya, Kousuke Mouri, and Keiichi Kaneko. "A Visualization System Utilizing Digital Textbook Logs." In 2018 Seventh ICT International Student Project Conference (ICT-ISPC). IEEE, 2018. http://dx.doi.org/10.1109/ict-ispc.2018.8523863.

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Cimbala, John, Shane Moeykens, Ashish Kulkarni, and Ajay Parihar. "Using FlowLab, A Computational Fluid Dynamics Tool, to Facilitate the Teaching of Fluid Mechanics." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-59870.

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Traditional fluid mechanics textbooks are generally written with problem sets comprised of closed, analytical solutions. However, it is recognized that complex flow fields are not easily represented in terms of a closed solution. A tool that allows the student to visualize complex flow phenomena in a virtual environment can significantly enhance the learning experience. Such a visualization tool allows the student to perform open-ended analyses and explore cause-effect relationships. Computational fluid dynamics (CFD) brings these benefits into the learning environment for fluid mechanics. With these benefits in mind, FlowLab was introduced by Fluent Inc. in 2002. FlowLab may be described as a virtual fluids laboratory - a computer-based analysis and visualization package. Using this software, students solve predefined CFD exercises, either as homework or in a supervised laboratory or practicum setting. Predefined exercises facilitate the teaching of fluid mechanics and provide students with hands-on CFD experience, while avoiding many of the difficulties associated with learning a generalized CFD package. A new fluid mechanics textbook is scheduled for release in early 2005. This book includes FlowLab as a textbook companion, where student-friendly CFD exercises are employed to convey important concepts to the student. Because of the unique design of end-of-chapter homework problems in this book and the intimate coupling between these problems and the CFD software, students are introduced to engineering problems and concepts, as well as to CFD, via a structured learning process. The CFD exercises are not meant to stand alone; rather, they are designed to support and emphasize the theory and concepts taught in the textbook, which is the primary learning vehicle. Each homework problem has a specific fluid mechanics learning objective. Through use of the software, a second learning objective is also achieved, namely a CFD objective. The scope, content, and presentation of these CFD exercises are discussed in this paper. Additionally, one of the exercises is explained in detail to show the value of using CFD to teach introductory fluid mechanics to undergraduate engineers.
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Smay, Jessica J., and Karen M. Kortz. "RESEARCH-INFORMED INNOVATIVE TEXTBOOK PAGES: STUDENT LEARNING AND ATTITUDES." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-284972.

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Demaree, Dedra, Saalih Allie, Michael Low, et al. "Quantitative and qualitative analysis of student textbook summary writing." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021228.

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Heidler, Jeffrey S., John C. Thompson, Matthew J. Hrinyak, and Farrokh Mistree. "Designing Student-Centered Learning Into a Multimedia Classroom: One Small Step." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0185.

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Abstract Courses today are instructor-centered in that students rely on the instructor and textbook as knowledge sources and offer themselves as “empty vessels” to be filled with facts and skills. We are interested in exploring student-centered learning using multimedia technology. We want to determine how multimedia can be used to empower students to controltheir own learning. In this paper, we report on a small part of our investigation, namely, the development of a framework for implementing engineering case studies in multimedia to facilitate student-centered learning.
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Tartaro, Andrea, Brian C. Goess, and Mike Winiski. "Creative Language in a Student-generated Bioorganic Chemistry Wiki Textbook." In C&C '15: Creativity and Cognition. ACM, 2015. http://dx.doi.org/10.1145/2757226.2757250.

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Reports on the topic "Student textbook"

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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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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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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