Analysis of questions in primary school science textbooks in Japan

2017 ◽  
pp. 151-164
Author(s):  
Manabu Sumida
Keyword(s):  
Primary School ◽  
School Science ◽  
Science Textbooks ◽  
Primary School Science

scholarly journals THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN

2021 ◽  
Vol 20 (3) ◽  
pp. 507-518
Author(s):  
Lihui Sun ◽  
Liangbo Li
Keyword(s):  
Primary School ◽  
Cognitive Demand ◽  
School Science ◽  
Third Grade ◽  
Curriculum Standards ◽  
Science Textbooks ◽  
Significant Alignment ◽  
Alignment Model ◽  
China And Japan ◽  
Primary School Science

This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

scholarly journals Science Process Skills in the Greek Primary School Science Textbooks

2021 ◽  
Vol 32 (3) ◽  
pp. 231-236
Author(s):  
Andriani Sideri ◽  
◽  
Michael Skoumios ◽  
Keyword(s):  
Primary School ◽  
Essential Role ◽  
School Science ◽  
Process Skills ◽  
Analysis Framework ◽  
Science Process Skills ◽  
Science Textbooks ◽  
Specific Analysis ◽  
Science School ◽  
Primary School Science

Science process skills play an essential role in science education. The research assessing these skills in school science textbooks is limited. The aim of the current study was to examine the involvement of science process skills in the content of science school textbooks of the last two primary school grades in Greece. A specific analysis framework was adopted, based on 534 activities included in the two textbooks. It was concluded that the activities included in the two textbooks mainly involved the skills of communicating, observing, and inferring, while the involvement of the remaining science process skills was particularly limited. Therefore, the school textbooks fail to provide students satisfactory opportunities to engage in science process skills and facilitate a better understanding of sciences ideas and concepts. The findings of this study provide information about some strengths and weaknesses of the science textbooks that could be used by teachers in planning for teaching.

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.

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