scholarly journals The Analysis of Inquiry Area in Middle School Science Textbooks by the Inquiry Elements Based on the 7th Science Curriculum - On the Chemistry Field of Science in Grade 9 -

2004 ◽  
Vol 48 (4) ◽  
pp. 414-426 ◽  
Author(s):  
In-Sun Koo ◽  
Jong-Won Lee ◽  
Dae-Ho Kang
Keyword(s):  
Middle School ◽  
Science Curriculum ◽  
School Science ◽  
Middle School Science ◽  
Science Textbooks

scholarly journals Investigating Consistency of Questions in Primary and Middle School Science Textbooks with Objectives in Science Curriculum

2017 ◽  
Vol 5 (4) ◽  
pp. 81 ◽  
Author(s):  
Süleyman Yaman
Keyword(s):  
Middle School ◽  
Grade Level ◽  
Science Curriculum ◽  
School Science ◽  
Middle School Science ◽  
Assessment And Evaluation ◽  
Science Textbooks ◽  
Traditional Assessment ◽  
Cognitive Levels ◽  
Alternative Type

Due to problems related their content and use; textbooks do not achieve the expected effect in learning although they are one of the most important elements of the science curriculum. Questions in textbooks are also important criteria in determining the effect of textbooks. In this study, it was aimed to compare questions in four different science textbooks, both qualitatively and quantitatively in terms of objectives of curriculum. 2677 questions retrieved from primary school 3rd and middle school 5th and 6th grades textbooks were investigated comparatively in terms of their ratio across objectives in the curriculum, cognitive levels and types. According to the analysis, it was determined that there were differences between distributions of questions in the same and different grade level textbooks. It was also found that questions related to the objectives regarding input and processing skills were more than questions related to the objectives of output skills. Besides, it was observed that most of the questions in textbooks were aligned with traditional assessment and evaluation tools, and the ratio of the alternative type tools was found to be lower than the ratio of four different textbooks.

Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum

2018 ◽  
Vol 7 (5) ◽  
pp. 373-391 ◽  
Author(s):  
Sohair Sakhnini ◽  
Ron Blonder
Keyword(s):  
Middle School ◽  
Science Curriculum ◽  
Science And Technology ◽  
Modern Science ◽  
School Science ◽  
Middle School Science ◽  
Technology Curriculum ◽  
School Science Curriculum ◽  
Identification Stage ◽  
Validation Stage

Abstract If we wish to integrate modern science such as nanotechnology into the school science curriculum, we need to find the natural insertion point of modern science with the science, technology, engineering and math curriculum. However, integrating nanoscale science and technology (NST) essential concepts into the middle school science curriculum is challenging. The current study was designed to identify the insertion points of the eight NST essential concepts in the middle school science and technology curriculum. Middle school science and technology teachers underwent a course that included all eight NST essential concepts, aiming to help them understand the NST essential concepts in depth. Then, they were asked to identify a natural insertion point in the existing science and technology curriculum for each of the NST essential concepts. To support research validation, two different groups of teachers participated in two sequential stages of the study (the identification stage and the validation stage). The teachers in the identification stage identified the insertion points of all eight NST essential concepts in the subjects of the science and technology curriculum, which reflects the relevance of the NST concepts from the teachers’ perspective in terms of pedagogical level. The majority of the identified insertion points were validated in the second stage. Forty-two insertion points of the NST essential concepts were suggested to be integrated in middle school science and technology curriculum. All the insertion points that were suggested in the identification stage were confirmed in the validation stage. Another 11 new insertion points were added at the validation stage. The connections to the different scientific subjects in the curriculum are as follows: 19 insertion points were suggested by the teachers in the chemistry part of the chemistry curriculum, 12 in the life science, four in the physics-energy, and seven in technology-systems and products. The results present the opportunity to expose middle school students to contemporary science using the existing science and technology curriculum. The study serves as an example of integrating NST concepts into a middle school science curriculum in Israel, but it can be applied in other science curricula worldwide, taking into consideration the topics included in each curriculum.

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