A Study on the Organization of Textbooks with the Big idea of Curriculum: Focusing on the content analysis of American science textbooks

2021 ◽  
Vol 21 (22) ◽  
pp. 567-581
Author(s):  
Sooryun Park
Keyword(s):  
Content Analysis ◽  
Science Textbooks ◽  
American Science

scholarly journals Tracing the occurrence of ocean sciences issues in Greek secondary education textbooks

2021 ◽  
Author(s):  
ATHANASIOS MOGIAS ◽  
THEODORA BOUBONARI ◽  
THEODOROS KEVREKIDIS
Keyword(s):  
Content Analysis ◽  
Secondary Education ◽  
Science Textbooks ◽  
Ocean Literacy ◽  
Ocean Sciences ◽  
Literacy Framework

This study aims to investigate the presence of ocean sciences issues in Greek secondary education (grades 7-12) science textbooks, in respect of the Ocean Literacy Framework. Content analysis was undertaken concerning both textual and pictorial materials of the Biology, Chemistry, Physics, and Geography – Geology courses. Results revealed that the textbooks under study contain limited and fragmented information with regard to the seven essential principles of the framework, while a comparison with the Ocean Literacy Scope & Sequence evidences inconsistencies.  The suggestions arising from this study could help curriculum designers, textbook authors, marine educators, and marine scientists to cooperate on a wider scale towards the inclusion of ocean literacy topics into national curricula worldwide.

How Low-Carbon Issues are Addressed in Primary School Textbooks

2021 ◽  
Vol 10 (2) ◽  
pp. 260-269
Author(s):  
M. N. Hudha ◽  
I. Hamidah ◽  
A. Permanasari ◽  
A. G. Abdullah
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Content Analysis ◽  
Environmental Literacy ◽  
School Science ◽  
Learning Material ◽  
Low Carbon ◽  
Additional Material ◽  
Science Textbooks

This study aims to examine the existence of learning material related to educational issues regarding low-carbon levels. Through the content analysis, 26 primary school science textbooks from ten publishers in Indonesia were reviewed, focusing on the study covering the selection, presentation, provision of supporting materials, and low-carbon issues. The research method used is the qualitative content analysis process method with research steps: 1) Data collection; 2) Data analysis textbook; and 3) Ethical considerations. The results showed that sixty one point six percent of teachers said the book was under the curriculum's coverage. The sixty point six percent of the relevance of content to student experiences was appropriate, so is the fifty three point five percent of the relevance of examples and exercises with learning objectives and the material presented. It is also found that fifty five point six percent of various questions and discussions were adequate for testing students, the other fifty one point five percent had included supporting questions and exercises, and sixty point six percent of teachers said there was a teacher's guide. Then fifty point five percent, according to the teacher, students' awareness of low carbon is still relatively low, and forty six point six percent of the content coverage regarding low carbon is still considered sufficient by the teacher. This study concludes that there was too little coverage of low-carbon issues and a lack of additional material related to the low-carbon content in primary science textbooks. The topic of low carbon is still implicit in the environmental literacy found in textbooks. The follow-up that can be done is providing a low-carbon concept to science textbooks in primary schools so that our students and society will have low-carbon awareness and increased environmental literacy.

The Role and Characteristics of Tactile Graphics in Secondary Mathematics and Science Textbooks in Braille

2012 ◽  
Vol 106 (9) ◽  
pp. 543-554 ◽  
Author(s):  
Derrick W. Smith ◽  
Sinikka M. Smothers
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Comparative Analysis ◽  
Secondary Mathematics ◽  
Likert Scale ◽  
Science Textbooks ◽  
Data Points ◽  
Strongly Agree ◽  
Mathematics And Science ◽  
Tactile Graphics

IntroductionThe purpose of the study presented here was to determine how well tactile graphics (specifically data analysis graphs) in secondary mathematics and science braille textbooks correlated with the print graphics.MethodA content analysis was conducted on 598 separate data analysis graphics from 10 mathematics and science textbooks. The researchers (the authors) cross-validated the findings through a comparative analysis of the tactile graphics of five shared textbooks.ResultsDiscrepancies were found between the print graphic and the tactile graphic in 12.5% of the sample. The most common discrepancy was differences in how data lines and data points were individualized in the print graphic compared to the tactile graphic. On the basis of the reviews of the graphics, the researchers answered a 5-point Likert-scale question (from 1 = strongly disagree to 5 = strongly agree) asking if the “tactile graphic is a valid representation of the print graphic.” The overall score for the sample was 3.71 (SD = 1.60), with a Krippendorff alpha of 0.6328 (the measure of disagreement and alpha > 0.70 are consider moderate).DiscussionThe findings demonstrate that while the majority of tactile graphics have good correlations to their print counterparts, there is still room for improvement. Some transcribers omitted a tactile graphic without providing a reason. Forty graphics (6.7%) were omitted from the braille transcription. Two textbooks were missing more than 85% of the tactile graphics of the data graphs.Implications for PractitionersTactile graphics in math and science books are important for a student to understand. Although most transcribers do an excellent job of creating valid tactile graphics, problems with many graphics still exist in textbooks. Practitioners need constantly to review the tactile graphics that are used in all classrooms and be prepared to create their own if needed.

scholarly journals 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

2021 ◽  
Vol 5 (42) ◽  
pp. 108-94
Author(s):  
Mohammad Salameh Alamyreh Mohammad Salameh Alamyreh
Keyword(s):  
Content Analysis ◽  
Knowledge Building ◽  
Knowledge Structure ◽  
Analysis Tool ◽  
Science Textbooks ◽  
Biology Textbook ◽  
Social Negotiation ◽  
Tenth Grade ◽  
Descriptive Approach ◽  
Academic Grades

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.

scholarly journals The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية

2021 ◽  
Vol 5 (29) ◽  
pp. 65-89
Author(s):  
Tamara Awad Alobiedallah Tamara Awad Alobiedallah
Keyword(s):  
Saudi Arabia ◽  
Content Analysis ◽  
Real Life ◽  
Sixth Grade ◽  
Constructivist Theory ◽  
Eighth Grade ◽  
Analysis Tool ◽  
Science Textbook ◽  
Text Book ◽  
Science Textbooks

This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.

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