Content Of Textbooks Research Articles

Effective Technologies for Preparing Children with Disabilities for Social Life in Conditions of Inclusive Education

This article describes how the level of formation of personal qualities in deaf, weak hearing children is determined not by hearing impairment, but in connection with acquired knowledge, skills, qualifications and life competencies through a complex of social influences.Through the foundational experimental and test work of the study, work aimed at preparing students for social life during the period of school education was established, professional competencies of educators, opportunities for students to receive information and transfer. "Why do you think deaf, weak hearing students are not ready to attend further education after graduation?"- 78% of the answers to the question stated that students do not have spoken speech, do not have enough necessary knowledge from the sciences, do not have a speech Reserve to acquire knowledge. Also listed are the lack of thorough work on teaching to exchange ideas in oral and written forms, and the lack of targeted cooperation between teachers and educators, and the complexity of the content of textbooks.

The Suitability of Arabic Textbooks Curriculum 2013 for Fifth Graders of Madrasah Ibtidaiyah

To achieve the goal of the Country through education, textbooks especially Arabic should be in line with the curriculum that is implemented. About textbook quality, the components of the textbook standard has been developed by National Agency of Education Standards (BSNP) initiated the textbook analysis. This article aimed to find suitability and discrepancy of the contents of Arabic textbooks for fifth graders in Madrasah Ibtidaiyah (Islamic Elementary School) adjusted to the standards set by BSNP. This type of research was content analysis. Meanwhile, in examining the data, descriptive analysis and content analysis were used. Primary data were obtained from Arabic language textbooks and secondary data were obtained from supporting sources such as books and journals. The feasibility of the contents of the Arabic textbook for fifth graders in Madrasah Ibtidaiyah by Sri Sabbahatun on the feasibility aspect of presentation based on motivation generators are available in the form of vocabulary illustrations that are appropriate to the topic of study and students practice the material presented to their group mates so that the class became interactive. Meanwhile, in terms of linguistic feasibility, the language used in mufradat and examples can be practiced by students. The integrated reading in each chapter is quite logical and simple so students can understand it. Among three aspects studied, namely the feasibility of content, presentation and language, it was stated that this Arabic book by Sri Sabbahatun was suitable for use.

The effect of mobile image recognition-based augmented reality application on students’ acquisition of science processing skills and motivations to learn science

ABSTRACT With the development of mobile phone applications with innovative features, the application of mobile recognition technology, such as a mobile image recognition-based (AR) application, is becoming increasingly widespread. Mobile Image Recognition-Based AR connect nearby objects or other physical targets with digital information. The purpose of this study is to investigate the effects of using an image recognition-based AR application on students’ acquisition of science process skills and their motivation toward science learning. The study involved 56 students enrolled in two sections of tenth-grade female students in a private school in Jordan. Each section was randomly assigned to either the control group or the experimental group. The experimental group studied a unit from the biology textbook with image-based recognition content. In contrast, the control group studied the same unit using the conventional teaching method based on the traditional textbook content. The researchers administered a science both groups a science process skills test and a motivation toward learning science scale. Results showed that participants who used a mobile image recognition application to learn science had higher acquisition of all science skills and a higher motivation toward learning science than those who used the conventional learning method.

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.

ASSESSING CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR HIGH SCHOOL GRADE 12 STUDENTS: A CASE STUDY

This research analyzes the cultural content presentation in the textbook "Bahasa Inggris" for the twelfth-grade high school by the Ministry of Education and Culture of the Republic of Indonesia, where this book is part of the 2013 curriculum. The analysis of cultural content in this research uses the three-source analysis theory of cultural information by Cortazzi and Jin, which will then be combined with Byram's, theory by providing codes in eight categories. Cortazzi and Jin's theory describes categorization in the presentation of cultural content in English textbooks. Meanwhile, Byram's checklist is used to classify cultural content, which has been categorized into these eight categories. This checklist reveals cultural information and how the content meets language and culture learning and teaching needs. The findings show that this EFL textbook presents source culture and target culture content, but international culture is not present. Material about source culture is presented most in this textbook.

Impact of cooperative learning on teaching mensuration to senior secondary students

Scientific and technological developments rely strongly on mathematical skills. However, mensuration is a challenging topic in school mathematics, leading to poor performance by many students. Various factors are responsible for the unsatisfactory performance, including inappropriate teaching methods where students passively absorb knowledge transmitted through reading and explanations of textbook contents. Thus, this study examined how a cooperative learning method affected students' performance in mensuration. A quasi-experimental research design was used in the study. The sample comprised two intact classes of 80 students assigned to experimental and control groups selected from one senior secondary school in Ogun State. Data were collected using an adopted standardised mensuration achievement test (MAT), which takes an analytical approach that includes problem-solving, geometric reasoning, formula application, and conceptual comprehension. The results showed a statistically significant difference between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learning method and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics classrooms fosters students' ability to create and achieve learning objectives.

Prospects for the Functioning of the Technological Park of Universal Pedagogical Competencies in the Implementation of Educational Projects on the Example of Studying the Topic “Energy Exchange in a Cell”

Introduction. The article discusses the issues of one of the most difficult topics in teaching biology at school and university. The aim of the work was to determine the reasons for the low level of assimilation of educational material related to the study of the topic “Energy metabolism”. Methodology. The authors analyzed the content of school biology textbooks of different authors for their scientific component, unity of theory and practice, accessibility and visibility, systematic and consistent presentation of material devoted to the study of energy metabolism. Results. The results of the study showed that one of the reasons for the complexity of learning the topic “Energy metabolism” may lay not in the subject area, but in the specifics of the methodology of teaching biology in general education organizations. In the conditions of the pedagogical experiment the results were obtained, which allow us to evaluate the methodology of teaching biology proposed by teachers of the pedagogical university when studying the topic “Energy metabolism”. Conclusion. From the position of teaching biological disciplines in the “school – university” system, a view on the need to develop educational and methodological support for the educational activity of general educational organizations is presented. It should be based on the application of immersive technologies of augmented, mixed and virtual reality, as well as the possibilities of the technopark of universal pedagogical competencies. It will be based on the leading principles and systems of “Theory and methods of teaching (education) of biology” as a pedagogical science.

Unsettling Sociology Curriculum: Indigenous Content in Introductory Sociology Textbooks

Teaching introductory sociology is one of the primary means by which sociologists mobilize knowledge. Ongoing critical reflection on the content of sociology textbooks is therefore an important disciplinary enterprise. The current critical moment in which many nations, institutions, and publics face a reckoning with their historic and current relationships with Indigenous peoples presents sociologists with the opportunity to examine how Indigenous peoples, histories, and perspectives are to be found in these pedagogical materials. Drawing on Critical Indigenous scholarship that “disrupts the certainty of disciplinary knowledges[’]” concept of “connected sociologies,” we examine the state of inclusion of Indigenous content in introductory sociology curriculum. To achieve this, we conducted a content analysis of 10 of the top-selling English-language Canadian introductory sociology textbooks, and we drew directly from interviews with Indigenous scholars. By introducing the literature on solidarity and allyship in the final section, we conclude with teaching and learning actions to incorporate in sociology courses.

Teaching Afro-Hispanic Literature in the Undergraduate Introductory Literature Course: A Pedagogy for Antiracist Teaching

Abstract: This essay posits that an institution's program design mandates the curriculum for the classes we teach and that curriculum affects the concept of "canonical" literature, teacher preparation, textbook content, and comfort with discussing difference in the second language classroom for undergraduates. For that reason, this essay argues for the need for intentional curricular design that incorporates the ethnic diversity of Spanish-speaking communities at all levels of undergraduate Spanishlanguage instruction and proposes that literature written by Spanish-speaking writers of African descent should always be an integral part of the introductory literature course. In this course, literature is examined as an expression of culture and used as a tool for the development of both critical thinking skills and intercultural competence. While inclusive teaching methodologies are inherently universal and have application in teaching literature in any language, what follows describes an approach to teaching Afro-Hispanic literature in undergraduate Spanish classes that ensures the development of intercultural competence, endorses a pedagogy with a foundation in antiracist philosophy, and is rooted in inclusive and equitable teaching practices that is both deliberate and student-centered.

Life Skills in Biology Textbook Grade IX: A Qualitative Content Analysis

The current qualitative study focused on integrating 12 core life skills in secondary school Biology textbooks identified in the UNICEF MENA report (2017). The textbook was selected through purposive sampling, which was employed when choosing the textbook. The data analysis was done using qualitative content analysis facilitated through NVivo 14. The analysis revealed specific aspects of critical thinking, problem-solving, decision-making, and participation skills in different activities, questions, and practical work from the textbook analysis. Some concerns were that creativity and communication skills were neglected, although only a few activities were suggested to address these areas. Furthermore, no specific content and activities taught students about cooperation, negotiation, self-management, resilience, respect for human diversity, and empathy. The current study indicates that though the Biology textbook has some specific necessary life skills, there may be a gap in the coverage of the necessary life skills identified by UNICEF. As a result of the present research, it is suggested that textbook content should be matched to fundamental life skills to ensure positive outcomes in students’ everyday lives. The information can be helpful in future textbook writing and updating to enhance the delivery of life skills education in secondary schools.

How do Chinese and Egyptian science textbooks differ? A cross-country comparative research

Textbooks have a crucial role in shaping students' knowledge, behaviors, and attitudes in different school subjects. This study compares the structure and content of science textbooks of grade nine in Egypt and China to reveal the common and different features in the textbook design. It opts for a horizontal analysis of four science textbooks in the associated countries. The results revealed that the distribution of science subjects has partial similarities to some extent among the preparatory stage between the Chinese and Egyptian science textbooks besides the overlapping in the associated topics, presenting Biology as a common subject of interest. Moreover, the number of activities distributed within units and subjects have the highest shares in the Chinese textbooks, and most of the activities in the Egyptian textbooks focused on Chemistry and Physics subjects. In addition to the structure analysis, this study also explored the textbooks content in both countries, covering three dimensions: (1) cognitive expectations, (2) learning goals, and (3) efficiency of illustration. The results provide valuable insights for textbook designers and curriculum developers to enhance the quality of science curricula and textbooks. Therefore, the study recommends considering instructional design and lesson plans when distributing the learning activities and developing international standards for designing school science textbooks.

THE THEME OF THE RUSSIAN-UKRAINIAN WAR IN THE LINGUODIDACTIC DIMENSION

Over the past decade, the topic of war has been a key one in various scientific discourses. Linguistic studies are also increasingly focusing on it. But today, this topic is still poorly studied in linguodidactics, particularly in teaching Ukrainian as a foreign language (UFL). This confirms the significance of this paper. The article analyzes the training materials (texts and exercises) for teaching Ukrainian as a foreign language (UFL), which reveal the events of the Russian-Ukrainian war, starting from 2014 to the present day. Linguistic and cultural content of the new textbooks in UFL is considered. The focus is on the educational materials of the textbook “The Key to Ukraine: Cities and People” in two parts (B2–C1 levels) and the textbook “Catch Skovoroda” (B1–B2 levels). Both books were prepared by the authors of the International Institute for Education, Culture and Diaspora Relations of Lviv Polytechnic National University. These textbooks take into account the historical and political events taking place in Ukrainian society and influencing the development of the Ukrainian language, in particular its lexical system. The article analyzes texts for reading and listening, new military vocabulary given in them, pre- and post-text exercises and tasks aimed at developing communication skills. Studying these materials will help foreign speakers to master military neologisms faster, ensure understanding of the news content in Ukrainian media, promote pro-Ukrainian narratives, and allow them to communicate on this topic in various fields. In addition, the realization of the topic of the Russian-Ukrainian war in UFL textbooks will help foreigners to develop socio-cultural competence about Ukrainians in the most difficult period of their lives and will evoke a sense of empathy for the heroic Ukrainian people. Key words: Ukrainian as a foreign language, linguodidactics, foreign language audience, Russian-Ukrainian war, textbook “The Key to Ukraine: Cities and People”, textbook “Catch Skovoroda”.

EVALUATION ON ENGLISH LANGUAGE TEACHING TEXTBOOKS AT CHINESE COLLEGES FROM INTER-CULTURE PERSPECTIVE

This study aimed to evaluate whether the existing college English textbook can meet the increasing demand for cultivating college students’ intercultural competence. There were 10 teachers with rich college English language teaching experience that assessed the design of the intercultural content in the current textbook by using a checklist at first. After that, they were invited to participate in an interview to explore their deeper views on the textbook. The results of both the assessment and the interviews showed that the existing textbooks were clearly inadequate in terms of their coverage of "intercultural" content. Even if one can acquire some intercultural knowledge, the content often lacks depth, generality, and clarity. Moreover, the teachers lack professional guidance to apply intercultural content in their daily teaching process. The findings recommend the implementation of more suitable and professional teaching models to counterbalance the textbook's irrational intercultural content design.

Demystifying the cultural representations in international high school English textbooks: a social-semiotic approach and teachers’ views

ABSTRACT Albeit cultural content in English textbooks have been much reported, little empirical evidence addresses global or international-distributed English textbooks. To fill this void, the present qualitative content analysis study aims to explore the representation of cultural content in international English textbooks used for Indonesian senior high school students. For another contribution, we also attempt to gain English teachers’ perceptions of cultural content in the textbooks examined through written interviews. Grounded in a social semiotic approach, the findings showcased that the textbooks’ content represents inner-circle countries in the aspect of perspectives, products, persons, and practices. Further, the imbalance in the cultural representation of the outer circle and expanding circle countries indicated that the authors do not sufficiently increase the global cultural awareness of English language learners because other cultural perspectives on varieties of English are not included. The interviews analysis revealed that the cultural contents were short and required improvement.

ANALYSIS OF THE MATERIALS OF ISLAMIC RELIGION EDUCATION THROUGH THEOLOGICAL APPROACHES: STUDY OF THE ISLAMIC RELIGIOUS EDUCATION AND CHARACTER TEXTBOOK FOR GRADE 1 OF ELEMENTARY SCHOOL

This research is qualitative research with a literature review approach by examining PAI content in PAI textbooks and Class 1 Elementary School Characters in a theological context. The objectives include: 1) carrying out theological categorization of the content of Islamic Religious Education in the textbook Islamic Religious Education and Character Class 1, 2) classifying the material in the book based on a theological approach, and 3) exploring its relevance. PAI content in the book is aimed at contemporary Islamic education. The primary data source for this research is the PAI and Character Class 1 Elementary School Textbook written by Nurzakun & Santoso (2021). The analysis technique used is content analysis. The findings of this research indicate that: 1) the content of PAI in the PAI and Character textbooks for Grade 1 Elementary School can be considered comprehensive and presented in simple language to facilitate students' understanding; 2) The contents of the book cover theological themes, with the main focus on theocentric themes; 3) Holistically, the PAI content in this book can be seen as relevant and significantly contributing in a theological context. This study contributes to a deeper understanding of PAI content about theological aspects, thereby increasing understanding in this academic domain. The implications of this research are: 1) Relevance of learning, 2) Development of character textbooks, 3) Development of professional teachers, 4) Curriculum development, 5) Increasing understanding of Islam, 6) Involvement of parents and the community in the implementation of education.

Effectiveness of PBL in Improving Managerial Psychology Learning

Effectiveness of PBL in Improving Managerial Psychology Learning

Shaping historical consciousness: the language of Armenian genocide denial in Turkish school textbooks

ABSTRACT This paper investigates the depiction of the Armenian Genocide in Turkish textbooks and examines correlations between changes in Turkish political dynamics and their impact on these educational resources. It analyzes concepts, methodologies, and linguistic constructs used to describe the ‘1915 incident,’ tracking their evolution from 1980 to the present. The study also considers how events like the 1980 coup d’état, rising nationalism, and the Islamization of politics influenced textbook content, alongside changes during Turkey’s bid for European Union membership. Despite a stated aim of historical accuracy in these textbooks, the research hypothesizes that their content is significantly shaped by the prevailing political climate. This work provides insights into the complex relationship between politics and historical representation in educational materials.

Quality Text Book Assessment System

The Quality Textbook Assessment System (QTAS) is a sophisticated methodology aimed at rigorously evaluating the quality and appropriateness of textbooks utilized within educational contexts. With the proliferation of educational materials and the pivotal role textbooks play in shaping students' learning experiences, there arises a critical need for a systematic approach to assess their efficacy and alignment with educational standards. QTAS addresses this need by providing educators, curriculum developers, and policymakers with a structured framework for textbook evaluation. The primary objectives of QTAS are multifaceted. Firstly, it seeks to ensure the accuracy and reliability of information presented in textbooks across various subjects and grade levels. Through meticulous fact- checking and content validation processes, QTAS identifies and rectifies inaccuracies, misconceptions, and biases that may compromise the integrity of educational materials. Additionally, QTAS evaluates the clarity and coherence of textbook content, assessing its ability to facilitate comprehension and knowledge retention among students. Moreover, QTAS places a strong emphasis on the alignment of textbooks with established educational standards and learning objectives. By scrutinizing the curriculum relevance and instructional coherence of textbooks, QTAS helps educators select materials that seamlessly integrate with existing teaching practices and educational frameworks. Furthermore, QTAS evaluates the inclusivity and diversity of textbook content, ensuring representation and recognition of diverse perspectives, cultures, and identities. Incorporating both qualitative and quantitative assessment methods, QTAS employs a combination of expert reviews, stakeholder feedback, and statistical analyses to evaluate textbooks comprehensively. This holistic approach enables QTAS to generate nuanced insights into the strengths and weaknesses of educational materials, guiding informed decision-making regarding textbook adoption, adaptation, or supplementation..

Analyzing Content An ESP Textbook: English International Tourism By Peter Strutt

This research aimed to analyze the content of the English textbook "English for International Tourism" by Peter Strutt using the approach proposed by Brian Tomlinson. The research utilized a qualitative descriptive technique through checklist observations of several indicators of book content criteria. The analysis focused on the relevance, coherence, learner engagement, suitability, readability, and creativity of the materials presented in both textbooks. The findings revealed that "English for International Tourism" successfully presented updated, varied, engaging, and challenging content that not only fostered learner engagement in the tourism industry but also aided in developing learners' confidence and relevant language skills. Moreover, this book met various criteria for effective language learning materials, including facilitating learner comfort, building confidence, providing relevant and useful content, and offering opportunities for communicative language use. The book also considered various learning styles, affective attitudes, and provided feedback for delayed positive instructional effects.

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks

Studies in the domain of English language teaching reveal a significant disparity between pragmatic findings and the approaches employed in English language instruction (Ishihara & Cohen, 2010). Investigations into the effectiveness of textbooks for teaching communicative skills, mirroring real-life conversations, show that English Language Teaching (ELT) textbooks often lack clear and thorough explanations of English conversational dynamics (Berry, 2000; Burns, 1998; Cane, 1998; Grant & Starks, 2001). According to the available literature on EFL/ESL textbooks, speech acts, and other pragmatic elements are largely neglected in both quality and quantity (e.g., Vellenga, 2004; Salazar Campillo, 2007; Neddar, 2010). Therefore, this study examines how textbooks cultivate pragmatic competence and evaluates the pragmatic content in EFL textbooks used in Moroccan high schools from 2006-2007. It aims to assess the depth and quality of pragmatic information covered in these textbooks. In addition to concentrating on metapragmatic details, the study discusses register, illocutionary force, politeness, appropriateness, and usage, as well as how textbook authors present speech acts. However, the study findings reveal that the selected textbooks provide insufficient pragmatic information. This underscores the necessity of supplementing EFL textbooks with more authentic materials and ample meta-pragmatic information. It is also essential to consider pragmatics during the textbook design process and enhance teachers' abilities to incorporate them into their classrooms.