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Academic literature on the topic 'Textbook change'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Textbook change"

1

Mohammad Salameh Alamyreh, Mohammad Salameh Alamyreh. "Content Analysis of Developed Science Textbooks (Collins) for the Tenth Grade in Jordan in View of the Constructivism Theory : تحليل محتوى كتب العلوم المطورة (كولينز) للصف العاشر الأساسي في الأردن في ضوء مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, № 42 (2021): 108–94. http://dx.doi.org/10.26389/ajsrp.c230521.

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The study aimed to analyze the content of developed science textbooks (Collins) for the tenth grade in Jordan: Physics, Chemistry, Biology, and Geology and Environment. the study has used the analytical descriptive approach, for achieving the objective of the study the researcher has made a content analysis tool of the principles of constructivism theory that include the following five principles: Prior Knowledge, Knowledge Building, Change of Knowledge Structure, Confronting Situation, and Social Negotiation. The results that the percentage of the principles of the constructivism theory are as follows: Physics textbook (28.57%), Geology and Environment textbook (25.21%), Biology textbook (24.28%), and Chemistry textbook (21.84%). And the study recommended conducting more studies to identify the principles of the constructivism theory in textbooks and other academic grades.

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Bereziuk, Ju. "Features of Organizational Work with the Textbook as an Important Component of the Professional Competence of the Future Teacher." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 22–26. http://dx.doi.org/10.35433/pedagogy.3(89).2017.22-26.

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Introduction. Due to the fast changing world the requirements towards education are also rapidly changing. New social challenges, expectations and demands in education change schools into institutions with modern aims and social contracts. The role of future teacher has changed too. The major task for a new teacher is to set goals on problem-based learning. A textbook can serve different purposes for teachers and remains the most common resource of knowledge. Aim of the study. The article analyzes the special aspects of the organizational work with the textbook, as a particularly important component of professional competence of future teachers. The research defines the modern requirements to the school textbook, its functions, the characteristic principles of the formation of the educational material in the textbook, as well as the basis of its design. This paper investigates the essence of textbooks for teachers of foreign language, analyzes and systemizes the scientific approaches and evaluates the traditional methods of teaching, suggests modern innovative teaching methods based on textbooks that can be used in sending and receiving information to the students Materials and methods. For achieving the aim of the paper we used psychological, pedagogical and linguistic research and involved 60 teachers. The research tool was the author’s own survey questionnaire. Participation in the study was voluntary and anonymous. The study included 20 multiple-choice questions. Data were collected through written questionnaire of 60 participant teachers. The fundamental descriptive observational study of the questionnaire was made and carried out by the specialists of Zhytomyr Ivan Franko State University and based on the theoretical and methodological, psychological approaches of Ukrainian and foreign scientists. Results and discussions. The results obtained proved textbook assists managing a lesson, saves time, gives direction to lessons, guides discussion, facilitates in giving homework, makes teaching easier, better organized, more convenient. The textbook has to suit the learners’ needs and teachers’ choices in order to change tasks and exercises, to rephrase instructions, to use the assignments in terms of their length of time. Conclusions. As the result of performed analysis of scientific literature and the answers of teachers it has been concluded that the textbook is one resource among many others to promote foreign language learning. It is also the main guidance for lesson planning. The analysis showed that textbooks are used although teachers might use optional textbooks out of obligation. The teachers expect a textbook to have texts, written and oral activities, cultural differences and grammar explanation.

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Kim, Bok-rae. "Leftization of Education in South Korean Society Centering Around the Authorized Textbooks." European Journal of Education 1, no. 3 (2018): 125. http://dx.doi.org/10.26417/ejed.v1i3.p125-134.

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In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers’ union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional “leftization” of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning “authorized” textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of “state-designated” textbooks says at a press interview, “I’m a proletarian class. It’s only the proletarian revolution that can change our social structure and its fundamental contradiction.” For reference, there are three kinds of textbooks: (1) state-designated textbook published by state (so, its copyright belongs to state), (2) authorized textbook published by private publishing companies, on the condition of passing through the government screening system (inviting criticism for its “poor screening”), (3) free-published textbook left entirely to the private sector without any state intervention. Prologue The second authorized textbook system is a “compromise” plan between state-led and privately-led textbooks. The main motive for adopting authorized textbooks (from previous state-designated textbooks) was to introduce “diversity of views and opinions” in Korean education, but a conservative journalist Gap-je Cho concluded - from analyzing 14 authorized history textbooks - that “promoting educational diversity” by authorized textbook system ended in failure. Because a great majority of left-wing professors and teachers take part in writing historical textbooks on the basis of Marxist class struggle theory: that is, Koreanized “popular view of history” or populism-based historical perspective (民衆史觀). These authorized textbooks are adopted by almost 99% of high schools across the country. Moreover, they tend to implant one “monolithic” idea (historical materialism) in the consciousness of young students. According to Cho, the authorized textbook system mired in controversy is degraded into a “certificate” of anti-state, pro-communist education, in place of diversity.

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Pradana, Harsya Danang. "STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK." Journal of English Educational Study (JEES) 3, no. 1 (2020): 42–50. http://dx.doi.org/10.31932/jees.v3i1.649.

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Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation

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Zeff, Stephen A. "ACCOUNTING TEXTBOOKS AS CHANGE AGENTS: FINNEY'S INTERMEDIATE AND FINNEY AND MILLER'S INTERMEDIATE FROM 1934 TO 19581." Accounting Historians Journal 43, no. 1 (2016): 59–77. http://dx.doi.org/10.2308/0148-4184.43.1.59.

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This paper undertakes to illustrate how the two leading intermediate accounting textbooks published between the 1930s and 1950s, by Finney and Finney/Miller, regularly critiqued recommended and accepted practice, and proposed innovations, while the tendency in today's textbooks is solely to describe and codify standards and practice and therefore not to stimulate students' and instructors' critical thinking. The author recommends that today's textbook authors should emulate Finney and Finney/Miller.

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Arlin, Arlin. "REPRESENTASI KEKUASAAN DALAM BUKU TEKS BAHASA INDONESIA SMA KELAS XI KURIKULUM 2013 (ANALISIS WACANA KRITIS FAIRCLOUGH)." Indonesian Journal of Fundamental Sciences 4, no. 1 (2018): 45. http://dx.doi.org/10.26858/ijfs.v4i1.6014.

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This study aims to describe the form and form of power representation in the textbook of Indonesian High School Class XI Curriculum 2013 by using social analysis change from Norman Fairclough. Sources of data from this study is the textbook of Indonesian High School Class XI Curriculum 2013. The data of this research is obtained by documentation, read and record technique. The results show that there is vocabulary, grammar, and text structure that represents the form of power in textbooks. From the text and sociocultural review results also shows that the discourse of discourse in the textbook is inseparable from the aspect of power, both individual power and institutional power

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7

Hutchinson, Tom, and Eunice Torres. "The textbook as agent of change." ELT Journal 48, no. 4 (1994): 315–28. http://dx.doi.org/10.1093/elt/48.4.315.

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Sahli, Naima, and Louiza Belaid. "The incarnation of global citizenship education in an Algerian secondary education textbook." Global Journal of Foreign Language Teaching 12, no. 1 (2022): 01–10. http://dx.doi.org/10.18844/gjflt.v12i1.6489.

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This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings indicate that this textbook sufficiently covers the themes of global citizenship education. However, it requires additions concerning updated trends to face climate change. The textbook activities focus on fostering the four dimensions of global citizenship education competency, with a particular emphasis on productive skills in which the pupils can have their approach to current global issues. Keywords: Algerian Textbook; EFL; Global citizenship; Global competency; Secondary education.

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Szyller, Aleksandra. "Bezrefleksyjna codzienność refleksyjnych uczniów, czyli polska edukacja wczesnoszkolna z podręcznikiem w tle." Problemy Wczesnej Edukacji 40, no. 1 (2018): 50–60. http://dx.doi.org/10.26881/pwe.2018.40.05.

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This article presents my own research results. The research consists of the third-graders’ opinions about the textbook role and usefulness in the teaching process and the analysis of children’s experiences connected to the educational packets in the school practice. The qualitative data had been gathered trough focus interviews and enriched with the analysis of students’ works. As the research shows, the children’s negative perception of everyday school life seems to origin in the teachers’ admiration to go through the textbooks page by page and students’ subjection to the textbooks packets. Everyday work with the textbook forces children to make often anti-developmental tasks and to resign from divergent and creative thinking in favor of acting according to the designated algorithm. The modern school with the textbook on the pedestal is changing into a space with growing restrictions. The creation of independent subjects is giving place to the formation of other-directed individuals, lacking of the ability to think reflective, which is an important change catalyst.

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Larkin, Patrick J. "To Iterate Or Not To Iterate? Using The WACC In Equity Valuation." Journal of Business & Economics Research (JBER) 9, no. 11 (2011): 29. http://dx.doi.org/10.19030/jber.v9i11.6497.

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The textbook discounted cash flow (DCF) valuation method involves estimating a target debt ratio for the firm, discounting firm cash flows at the WACC to estimate firm value, then subtracting the current value of debt to get equity value. This method gives the correct equity value in situations in which the firm will move toward the target debt ratio after the transaction is complete, such as takeovers and capital budgeting projects. The textbook method does not work well for estimating equity value in passive investments in which leverage is unlikely to change as a result of the potential transaction. Estimating equity value in passive investments when leverage is unlikely to change requires a simple iterative procedure to correct for circularity, which is demonstrated here. This situation sows confusion among students and practitioners. Finance scholars and textbook authors are aware of the situation but the author has never seen it clearly explained in prior textbooks or articles.

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Dissertations / Theses on the topic "Textbook change"

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Lobo, Rogério dos Santos. "A abordagem dada à taxa de variação no livro didático do ensino médio e a sua relação com o conceito da derivada no livro didático do ensino superior." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20671.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-12T11:31:22Z No. of bitstreams: 1 Rogério dos Santos Lobo.pdf: 18965412 bytes, checksum: 14b5b24686e27326f72185c306819116 (MD5)<br>Made available in DSpace on 2017-12-12T11:31:22Z (GMT). No. of bitstreams: 1 Rogério dos Santos Lobo.pdf: 18965412 bytes, checksum: 14b5b24686e27326f72185c306819116 (MD5) Previous issue date: 2017-10-18<br>Reflected on how a subject that uses the fundamental idea of Change is the source of various problems in regard to the initial concept of the Derivative. We elaborated the following research questions: What explanations of the concepts of Change and Rate of Change are given in Secondary School and Higher Education Textbooks? How are these explanations organised in Secondary School and Higher Education Textbooks? What meaning of Derivative can be constructed from Higher Education Textbooks? Moreover, in order to answer these questions, we seek the following general objective "to investigate the meanings of Change, Rate of Change and Derivative that can be constructed from the Secondary School and Higher Education Textbooks." The advancement of this objective is based on the achievement of the following specific objectives: To study the approaches given to the concepts of Change and Rate of Change in Secondary School Textbooks, more specifically in the Analytical Geometry - Study of the Tangent Line chapter; To Analyse the links between entries Semiotic Representation entries and the criteria for Epistemic Suitability for understanding the Rate of Change as applications of the Angular Coefficient, Calculation of Speeds, Average Economic Functions (Average Revenue, Average Profit, Average Cost), Direct Reasoning and the Rate of Relative Change (Percentage); To Analyse the links between Semiotic Representation entries and the criteria for Epistemic Suitability for understanding the Derivative and emphasising it as Rate of Change, alongside the applications of the Angular Coefficient, Calculation of Speeds, Marginal Economic Functions (Marginal Revenue, Marginal Profit and Marginal Cost), Direct Reasoning and Relative Change Rate (Percentage). For these analyses, we construct tables that use our theoretical-methodological references: Bardin's Content Analysis, Duval's Registers of Semiotic Representation Theory, the Holistic Meaning of the Derivative, and the criteria for Epistemic Impartiality. In the final considerations, we answer our research questions. The analyses of the Secondary School textbooks enabled us to draw a conclusion, among others, that the authors of these books explore the fundamental ideas of Change and Rate of Change mainly as an application of the Angular Coefficient and that meaning is constructed in alignment with only one of our various indicators. In the introduction to the Derivative, this concept is dealt with, among other approaches, as an application of the Angular Coefficient and the construction of meanings does not use any of our indicators<br>Refletimos, constantemente, como um assunto que utiliza a ideia fundamental de Variação é fonte de vários problemas no que diz respeito ao conceito inicial de Derivada. Elaboramos as seguintes questões de pesquisa: Quais significados dos conceitos de Variação e de Taxa de Variação são dados em Livros Didáticos do Ensino Médio e Ensino Superior? Como tais significados são organizados em Livros Didáticos do Ensino Médio e Ensino Superior? Qual significado de Derivada pode ser construído a partir de Livros Didáticos de Ensino Superior? E para respondermos a essas indagações, traçamos o seguinte objetivo geral “investigar os significados da Variação, da Taxa de Variação e da Derivada que podem ser construídos a partir da abordagem de Livros Didáticos do Ensino Médio e Ensino Superior” e o desdobramento deste objetivo apoia-se no alcance dos seguintes objetivos específicos: Estudar as abordagens dadas aos conceitos de Variação e da Taxa de Variação em Livros Didáticos de Ensino Médio, mais especificadamente no capítulo de Geometria Analítica – Estudo da Reta; Analisar as articulações entre registros os registros de Representação Semiótica e os critérios de Idoneidade Epistêmica para a compreensão da Taxa de Variação como aplicações de Coeficiente Angular, Cálculo de Velocidades, Funções Médias da Economia (Receita Média, Lucro Médio, Custo Médio), as Razões Diretas e a Taxa de Variação Relativa (Porcentagem); Analisar as articulações entre os registros de Representação Semiótica e os critérios de Idoneidade Epistêmica para a compreensão da Derivada e a enfatizando como Taxa de Variação, enquanto aplicações do Coeficiente Angular, Cálculo de Velocidades, Funções Marginais da Economia (Receita Marginal, Lucro Marginal e Custo Marginal), as Razões Diretas e a Taxa de Variação Relativa (Porcentagem). Para estas análises, construímos quadros que empregam nossos referenciais teórico-metodológicos: a Análise de conteúdo de Bardin, a Teoria dos Registros de Representação Semiótica de Duval, o Sentido Holístico da Derivada e os critérios de Idoneidade Epistêmica. Nas considerações finais, respondemos nossas questões de pesquisa. As análises dos livros didáticos do Ensino Médio permitiram concluir, entre outras, que os autores desses livros exploram as ideias fundamentais da Variação e Taxa de Variação como aplicação, principalmente, do Coeficiente Angular e a organização dos significados é feito no sentido de apenas, entre tantos, um de nossos indicadores. Na introdução da Derivada a abordagem deste conceito é feita, entre tantas, como aplicação do Coeficiente Angular e na organização dos significados não é utilizando um dos nossos indicadores

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Liu, Yang. "Syllogistic Analysis and Cunning of Reason in Mathematics Education." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27173.

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This essay explores the issue of organizing mathematics education by means of syllogism. Two aspects turn out to be particularly significant. One is the syllogistic analysis while the other is the cunning of reason. Thus the exploration is directed towards gathering evidence of their existence and showing by examples their usefulness within mathematics education. The syllogistic analysis and the cunning of reason shed also new light on Chevallard's theory of didactic transposition. According to the latter, each piece of mathematical knowledge used inside school is a didactic transposition of some other knowledge produced outside school, but the theory itself does not indicate any way of transposing, and this empty space can be filled with the former. A weak prototype of syllogism considered here is Freudenthal's change of perspective. Some of the major difficulties in mathematics learning are connected with the inability of performing change of perspective. Consequently, to ease the difficulties becomes a significant issue in mathematics teaching. The syllogistic analysis and the cunning of reason developed in this essay are the contributions to the said issue.

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Lisovskaya, Elena B. "Change in Ideology, Change in Dogmatism? Comparative Content Analytical Study of Soviet and Russian Textbooks /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114111945.

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4

Zhang, Hongshia. "A study of changes of curriculum content in geography through textbook analysis." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390288.

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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.

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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.

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Vosloo, Barend Jacobus. "Designing an evaluation instrument for South African intermediate phase school textbooks." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/324.

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No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.

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Harris, Christopher Sean. "FIRST-YEAR COMPOSITION HANDBOOKS: BUFFERING THE WINDS OF CHANGE." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149087219.

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Zhou, Ting Ting. "Language socialization and ideological change in EFL textbooks in China : grammar, rhetoric, and genres." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44305.

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Although previous research has revealed that explicit and implicit ideologies are embedded in language textbooks, few have looked at how these ideologies change over time in English language textbooks, particularly in the context of China—a country that has undergone remarkable sociopolitical transitions. This study examines three series of EFL textbooks published in China in 1978, 1995 and 2003 to uncover (1) how the incorporation or transmission of ideologies in the textbooks changed and how have those same changes reflected changes in China’s political, social and cultural contexts during the past three decades; and (2) what and how the image of China, the world, English learners, and the (grammatical and other) functions of English represented at different points in time in official English textbooks used in secondary schools also changed. Based on perspectives from language socialization and critical discourse analysis of changes specifically in the use of grammar, rhetoric and genre in the textbooks, the findings show a tendency of the textbooks to move from collectivist ideologies serving mainly the interests of the country in the 1970s to individualist ideologies that concern the interests of the learners in the 2000s. The image of China transitioned from being “strong” to “friendly” to “international” while its relationship with the world changed from that of China and (or versus) the world to China in the world. In addition, the learners for whom textbooks were designed were being socialized into the identity of Chinese citizens (socialist patriots) in the 1970s but global citizens in the 2000s. The functions of English, in turn, shifted during this time from facilitating communication for scientific, business and travelling purposes, to enhancing cross-cultural understanding in the 21st century. The study concludes with a discussion of the implications of research on textbooks for English language education more broadly.

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Parks, Michael E. "An analysis of attitude recognition, formation, and change concepts in selected art education textbooks." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/426371.

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The purpose of this study was to analyze selected art education textbooks to determine if art education majors were receiving exposure to attitude formation and change information as it relates to the teaching of art. This study was limited to textbooks designed for use in art teacher training courses.To initiate the study, university level art educators were asked to identify prominent art education textbooks from Books in Print. A list was compiled of the books collectively identified by the educators which was then further narrowed to seven texts based on number of editions and longevity.The content of each text was analyzed using attitude-related words as recording units to isolate attitude statements or context units. After all seven texts had been analyzed, each text's context units were sorted into statements of definition or statements suggesting action. Statements of definition, which revealed the author's understanding of attitudes, were subdivided into six characteristics of attitudes as identified by Morris and Stuckhardt (1977). Statements suggesting action were sorted into categories related to attitude formation and change as recognized by Berscheid and Walster (1969).Of the seven texts analyzed, five of the seven authors made frequent reference to attitudes and values, yet only one explicitly discussed their relationship to the art classroom. When discussing attitudes, the explicit author did so almost entirely in statements of definition with only 13.6% suggesting ways to nurture positive attitudes in students. The overall assessment of context units revealed that a total of 451 context units were found in the seven texts, of which 69.4% were statements of definition and only 28.4% suggested ways to nurture positive attitudes in the art classroom.With the one limited exception, the authors virtually ignored in their texts the body of attitude research from art education and social psychology. The frequency with which attitude concepts appeared in five of the seven texts suggested that their authors considered them important to art learning, yet no one discussed what they are, where they come from, or how they can be affected in an organized, systematic way.

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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.

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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.

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Books on the topic "Textbook change"

1

Hansson, Sven Ove. A textbook of belief dynamics: Theory change and database updating. Kluwer Academic Publishers, 1999.

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Alayan, Samira. The politics of education reform in the Middle East: Self and other in textbooks and curricula. Berghahn Books, 2012.

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3

Nadeina, Tat'yana. Sociolinguistics: a textbook. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1893887.

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The textbook includes excerpts from the most significant works of domestic and foreign scientists. It is aimed at the formation of knowledge about the theoretical foundations of sociolinguistics and its concepts; about social varieties of language and their linguistic correlates; about methods of sociolinguistic research, principles of selection, analysis and processing of speech material; about the problems of the legal status of Russian and other languages of the Russian Federation; about the language policy of the state to change or preserve the functional distribution of languages or linguistic subsystems. The manual also contains a brief overview of Russian and foreign studies in the field of sociolinguistics of the XXI century, aimed at forming a general idea of the topics of modern sociolinguistic research in Russia and abroad. Special attention is paid to the results that can be used in solving the problems facing legal linguistics, as well as in the production of judicial speech examinations. For students studying in the direction 40.05.03 "Forensic examination" with the specialization "Speech expertise", it will be useful for teachers in preparation for lectures and practical classes.

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4

Cram101 textbook outlines to accompany: Families, violence and social change, McKie, 1st edition. Cram101, 2009.

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Chernikovskaya, Marina, and Igor Chyemyezov. Change Management. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/18430.

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The nature, the reasons, regularities, conditions and mechanisms of carrying out changes in the organizations are considered. Theoretical bases of professional and effective management of organizational changes are reflected: the objective regularities of changes in the organizations which are shown during their development; main objects and objects of changes in the organizations; value of the organizational context influencing the choice of technologies of management of changes and nature of development of changes; options and sequence of implementation of the operated changes in the organization; variety of possible technologies of management of changes; approaches to the choice of strategy of implementation of changes and strategy; the main obstacles in implementation of changes; effective remedies and technology of overcoming of resistance to changes; stages of carrying out reengineering of business processes; introduction of quality systems in the Russian companies. The textbook is intended for use when training bachelors in the Management direction 38.03.02, and also for all interested by problems of management of changes in the organizations.

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Kozhevina, Ol'ga, and Natal'ya Salienko. Strategic change management. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1045608.

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The textbook is developed on the basis of competence-based and interdisciplinary approaches, contains theoretical foundations for the formation, change, development and improvement of organization management systems in a dynamic environment, as well as methodological aspects of the development and practical implementation of strategic changes. The publication examines the features of strategic changes, the technology of change management, reflects the models and principles of organizational changes, defines the prerequisites for the development of scenarios for the development of the organization, factors, conditions and mechanisms for the implementation of the change management strategy in the organization. The publication fully complies with the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the areas of training 38.03.02 "Management", 38.03.03 "Personnel Management", 38.03.04 "State and municipal management". It will also be useful for students of MBA programs, advanced training courses and professional training of managerial personnel, senior students of economic specialties of universities, graduate students, teachers, practitioners and anyone interested in the problems of effective development of organizations based on the approach of organizational change.

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Overcoming Textbook Fatigue: 21st Century Tools to Revitalize Teaching and Learning. ASCD, 2012.

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Tyranny of the textbook: An insider exposes how educational materials undermine reforms. Rowman & Littlefield Publishers, 2011.

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Martin, Garrecht, ed. Organisation und Projektmanagement. Physica-Verl., 2008.

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Fitton, Avis. Worldviews: Contact and change. Pearson Education Canada, 2007.

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Book chapters on the topic "Textbook change"

1

Kouimtsidis, Christos, Claudia Salazar, and Ben Houghton. "Motivational Interviewing, Behaviour Change in Addiction Treatment." In Textbook of Addiction Treatment. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36391-8_24.

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Sullenbarger, John, Emily Schutzenhofer, and Elizabeth Haase. "Climate Change: Implications for Community Mental Health." In Textbook of Community Psychiatry. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10239-4_31.

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Reynolds, Stuart F., and Bernard Lawless. "Creating Process and Policy Change in Healthcare." In Textbook of Rapid Response Systems. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-39391-9_7.

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Reynolds, Stuart F., and Bernard Lawless. "Creating Process and Policy Change in Healthcare." In Textbook of Rapid Response Systems. Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-92853-1_9.

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Saonanon, Preamjit, and Katherine M. Whipple. "Update on Asian Eyelid Anatomy and Periocular Aging Change." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47398-6_157.

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Hui, Young, Haw-Yueh Thong, and Howard I. Maibach. "Climate Change and Its Dermatologic Impact on Aging Skin." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47398-6_43.

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Saonanon, Preamjit, and Katherine M. Whipple. "Update on Asian Eyelid Anatomy and Periocular Aging Change." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-27814-3_157-1.

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Hui, Young, Haw-Yueh Thong, and Howard I. Maibach. "Climate Change and Its Dermatologic Impact on Aging Skin." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-27814-3_43-2.

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Tober, Gillian. "Motivational Interviewing and Behaviour Change in Addiction Treatment." In Textbook of Addiction Treatment: International Perspectives. Springer Milan, 2014. http://dx.doi.org/10.1007/978-88-470-5322-9_36.

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Simmang, Clifford L., and Richard K. Reznick. "Surgical Education: A Time for Change." In The ASCRS Textbook of Colon and Rectal Surgery. Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-36374-5_55.

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Conference papers on the topic "Textbook change"

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Fitriyah, Lina Arifah, and Humaidillah Kurniadi Wardana. "Textbook on Material Classification and its Change Based on STEM Approach." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.122.

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Stanić, Mladen. "Internet i nastava književnosti: digitalni modernizam." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.371s.

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The wide range of questions that this topic raises lead us to think about the training of teachers, their continuous work and improvement. Following this paragraph, we conclude that a textbook/manual, which would deal with the relationship between the Internet and teaching, or the continuous organization of seminars and trainings, is a necessity for literature teachers. In addition to the teacher's knowledge of the coexistence of literature and new media, it is necessary to pay special attention to the critical attitude of students towards Internet content and to point out the purposeful use of newspapers in the teaching process. The role of teachers in modern timesis not favorable because things related to their profession are rapidly developing: new genres appear, tendencies in study and creation change, communication media are continuously changing, and on the other hand teaching it self must undergo changes and transformations. Nevertheless, proven methodological principles always exist, at least as the essence of teaching, regardless of which teaching aids were used and in what way in class. The Internet content and the opportunities it provides have proven to be stimulating and close to the students, so the teacher can use them, with the awareness that the teaching aid must not overshadow the content that is being processed.

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Mukerji, Debjit, John K. Eaton, and Robert J. Moffat. "A New Correlation for Temperature Rise Correction of Heat Flux Gages." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0785.

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Abstract Experimental and numerical studies of turbulent heat transfer near a step change in wall temperature have been conducted in connection with an error analysis of small, transient, heat flux gages. The surface temperature of such a gage typically rises above the temperature of the surrounding metal wall, which influences the heat flux to the gage. Data from such gages must be corrected for the effect of this temperature rise. The correction is typically made by superposition using an unheated starting-length correlation, a procedure that has been in practice for many years. In the present work, experimental data from a small, isothermal calorimeter were compared with output from STAN7, a 2-D turbulent boundary layer code, and with predictions based on a textbook correlation. The experiments and the numerical predictions agree within +/−6%, but the correlation underpredicts the required correction by 15–20% over the first half-boundary layer thickness downstream of the step change. As a consequence, data from small gages cannot be properly corrected using the accepted correlation. A new expression is proposed for Stanton number downstream of a step in wall temperature, which can be used as an accurate correction algorithm for use with small gages.

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Koo, Jeong-Hoi, Fernando Goncalves, and Hong Zhang. "Introducing “Advanced” Tuned Vibration Absorbers in an Undergraduate Vibrations Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80066.

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The primary objective of this paper is to bridge the theory of tuned vibration absorbers (TVA) with the practice of implementing TVAs in systems. Often, the practice of implementing TVAs in systems is a far departure from the theory expressed in many textbooks. These departures are often required in practice to account for the less than ideal conditions that the TVAs will be operating under. Many retrofitted TVAs use “smart” or active materials along with various control techniques to improve the performance of the traditional TVA proposed in textbooks. The intent of the current paper is to demonstrate several of these modern methods of implementing retrofitted TVAs to undergraduate students. The first author introduced the methods in a junior level vibrations course, and is developing a laboratory experiment. Teaching these advanced TVAs to undergraduate engineering students will help them understand how theories learned in class are used in real world problems, and motivate them to explore new fields of research. After introducing a “textbook” vibration absorber theory, this paper describes principles and operations of a new class of vibration absorbers. In reviewing conventional TVAs, students are introduced to many of the engineering challenges encountered in the implementation of TVAs. One such challenge is inevitable off-tuning caused by system parameter changes with time. After identifying many of the challenges associated with the implementation of TVAs, the students are introduced to many modern solutions to these problems. Many of these solutions involve the use of smart materials, such as piezoceramics, magnetorheological fluids, magnetorheological elastomers, shape memory alloys, etc. Through this experience, students are introduced to many smart materials and have the opportunity to see how these smart materials can provide solutions to many engineering challenges and improve existing technologies.

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Roulac, Stephen. "The real estate disciplines introductory principles textbooks resist Schumpeter and change." In 25th Annual European Real Estate Society Conference. European Real Estate Society, 2018. http://dx.doi.org/10.15396/eres2018_339.

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Roulac, Stephen. "The real estate disciplines' introductory principles textbooks resist Schumpeter and change." In 24th Annual European Real Estate Society Conference. European Real Estate Society, 2017. http://dx.doi.org/10.15396/eres2017_400.

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Chepaitis, Elia. "The Changing Ecology of IT Management: Cross Disciplinary Explorations of Context and Content." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2460.

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In the past decade, the context of Information Technology (IT) management changed in seminal areas: the circle of players, the tools, the emergence of Internet technologies, the evolution of information societies and digital economies, and critical questions of ethics and equity. These seismic changes can be captured if corresponding shifts occur in the content and context of IT education. A shift in context alters courses, methods, and materials but also the curriculum itself. The author identifies a variety of projects that immerse students in the altered ecologies of IT management and of IT education. The paper describes one of these projects--a student-authored proposal for a textbook on international information systems.

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Rosenthal, Paul, and L. Jane Park. "Managing Information Systems Textbooks: Assessing their Orientation toward Potential General Managers." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3314.

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This paper is an assessment of the topical coverage of current Managing Information Systems (MIS) textbooks. The MIS course is normally required of all undergraduate and graduate business majors , and therefore is their primary education in the use of IS/IT in the modern technology-oriented organization. However, the MIS textbooks researched do not attempt IS/IT management fluency. They do not even fully answer the questions normally asked by management and users during the justification and implementation of modern technology-oriented enterprise applications. The primary author has been teaching IS/IT courses for IS professionals and for users and managers for almost fifty tears. What has changed since that time? Not as much as should have happened in the education of line and staff personnel who work in organizations with critically important IS/IT enterprise applications. Early courses for users and managers were remarkably similar to our current MIS courses. This paper, therefore, suggests a significant change in content of MIS texts from primarily encompassing technology sections covering personal productivity applications, systems development methods, and infrastructure to presenting much more detail on user and management topics including modern enterprise level applications (e.g. transaction processing systems), privacy and security, feasibility studies, and the justification of IS/IT systems.

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Botezat, Onorina, and Ramona Mihaila. "Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctc.2021/ctc21.005.

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As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the world, from East to West.The European Association for International Education, through its EAIE Community Moment and EAIE Webinar Academy organized virtual meetings on a range of subjects, COVID19 response, mobilities and international students’ recruitment, the regional Francophone center for Central and Eastern Europe organized webinars on how to teach online the Francophonie today, the Electronic Platform for Adult Learning in Europe has constantly published updates on distant learning tools or MOOCs courses.While the webinars discuss strategies to maintain education continuity, considering children and young people in need, presenting to professors and educators a wide variety of tools, there are quite a few discussing the pedagogy of online education. Although educators have been sharing debates and exchanging opinions in reference to the e-learning platforms for more than ten years now, this very situation made them found themselves obliged to embrace, at last, the distant online learning. So, from hypothetical, theoretical, or, in some happy cases, complementary mode of e-learning platform teaching and learning, we quickly moved to the reality that imposed immediate response, within modern technology tools’ use in order to make our students carry on with their studies. And here comes the real challenge! Moving to the e-learning platforms does not mean relocating your lesson from the textbook to an educational e-learning platform, but rather translating pedagogy strategy into tool-adapted, computer-assisted online education that shall surely ease our task to reach the proposed objectives, if we are opened to change! In this paper, we will address these issues based on our teaching experience through the pandemic.

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Trahorsch, Petr, and Roman Kroufek. "Environmental visualization of selected Czech regions: analysis of geography textbooks." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-16.

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The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.

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Reports on the topic "Textbook change"

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Rosen, Harvey. The Way We Were (And Are): Changes in Public Finance and Its Textbooks. National Bureau of Economic Research, 1997. http://dx.doi.org/10.3386/w5972.

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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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

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