Curriculum Textbooks Research Articles

Analysis of the Intended Learning Outcomes and Learning Activities of Action Pack Textbooks in Jordan

This study aims to analyze the intended learning outcomes (ILOs) and learning activities in Action Pack textbooks for Jordan in light of the EFL curriculum objectives. in Jordan (delete “in Jordan”, because it is redundant). The sample of the study consisted of Action Pack textbooks for three grade levels students ( delete “students” because it does not seem necessary to the meaning of the sentence) (grade 6, 10, 12) during the academic year 2014/2015. A specially prepared coding sheet was developed by the researcher to analyze the collected data based on a five- point Likert scale. Validity and inter-rater reliability were ensured prior to data analysis. Means and standard deviations in addition to One Way Analysis of Variance (ANOVA) were used to answer the questions of the study. The results showed that the outcomes and activities in Action Pack textbooks reflect the curriculum objectives to a certain extent. It was recommended that curricula expert, textbook authors and the Ministry of Education (MoE) in Jordan work more closely, so that a higher degree of match between curriculum objectives, textbooks outcomes and learning activities can be achieved.

Visual thinking on hierarchical illustrations of the structure of chromosome

Visual representations are a familiar element of daily life and particularly beneficial as illustrations in science textbooks. In this case, learners draw on human dimensions such as cognitive style (CS) and prior knowledge (PK) when engaging in visual thinking. This study aimed to compare and explore the relationships among the format aspect (e.g. searching process), the content aspect (e.g. comprehension and interpretation), and the subject aspect (CS and PK) as applied when viewing two given hierarchical chromosome structure illustrations: the Mami version and the miMa version. Interviews were conducted with 7th graders given the illustrations. Participants’ CS and PK were determined by Group Embedded Figures Test and Prior Knowledge Assessment. The results were consonant with the framework that most participants’ searching process was conducted from top to bottom for both illustrations. Second, participants from both CS groups and low PK score group (PKL) were more capable of comprehending the Mami version than the miMa version. Third, learners typically applied a decomposed strategy in interpreting the Mami version. Fourth, the field dependent group and PKL group require further guidance when interpreting the miMa version. The implications of this study will focus on curriculum design, textbook or instructional materials, and instruction.

ANALISIS MUATAN PENDIDIKAN KARAKTER DALAM BUKU TEKS KURIKULUM 2013 KELAS III SD SEMESTER 1

The aim of this study is to describe character education content of the third grade elementary school curriculum 2013 textbook semester 1. The design of this study was content analysis by qualitative approach. Subject of this study is textbook of curriculum 2013 semester 1 for the third grade of elementary school students. Object of this study is character education content. The data collected by reading and recording of unit analysis. The unit analysis were materials and evaluation that integrated the values of character education in the textbooks. The instrument used in this research was the analysis sheet based on the theories. The validity of the instrument and the data used was semantic validity and expert judgment. The reliability of the data used the stability and reproducibility. The techniques of analyzing data consisted of unitizing, sampling, recording, reducing, inferring, and narrating. The results of this study show that most of the character education value was spread into every theme, although some indicators were not found. Distribution of each character value, by disregarding any indicators, evenly on all themes. However, these findings prove that a particular character value investment is not focused as in the relevant theory. Keywords: analysis, character education content

ANALISIS KELAYAKAN BAHASA DALAM BUKU TEKS TEMA 1 KELAS I SEKOLAH DASAR KURIKULUM 2013

Penelitian ini bertujuan untuk mendeskripsikan kelayakan bahasa dalam buku teks Tema 1 Kelas I Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif jenis analisis konten. Sumber data dalam penelitian ini adalah buku teks Tema 1 Kelas I terbitan Non-Kemdikbud. Data penelitian dikumpulkan melalui analisis konten dengan menggunakan instrumen yang telah divalidasi oleh expert judgement. Data penelitian ini dianalisis menggunakan teknik analisis kualitatif Krippendof yang meliputi pengumpulan data, penentuan sampel, pencatatan, reduksi, penarikan kesimpulan dan pendeskripsian.Hasil penelitian menunjukkan bahwa buku teks Non-Kemdikbud 1 memenuhi aspek kelayakan penggunaan bahasa dengan persentase sebesar 82,69%. Dapat disimpulkan bahwa kelayakan penggunaan bahasa di dalam buku teks ini termasuk dalam kategori baik. Kekurangan pada buku teks ini terletak pada penggunaan ilustrasi yang tidak konsisten dan pemilihan beberapa kata yang kurang sesuai dengan tahap perkembangan siswa. Sedangkan buku teks Non-Kemdikbud 2 memenuhi aspek kelayakan penggunaan bahasa dengan persentase sebesar 78,36%. Dapat disimpulkan bahwa kelayakan materi di dalam buku teks ini termasuk dalam kategori cukup. Kekurangan dalam buku teks ini yaitu penggunaan tanda baca yang kurang sesuai dengan tahap perkembangan siswa dan konsistensi penggunaan ikon.

Direction for developing textbooks through analysis on contents and physical features of music textbooks in Korea

This study will analyze how textbooks, utilized in music education, have been published and developed and explore the direction for developing music textbooks in the future. Literature study was conducted based on music curriculum and music textbooks according to periods of curriculum in order to achieve this objective. By doing so, major issues in contents were analyzed. Analysis tools include content features and physical features of textbooks by which how music textbooks have changed by periods of curriculum. The study will present analysis from content feature. At the beginning, textbooks are mainly composed of basic ability and patriotic music, yet transformed into instruction on music composition highlighting music activity or internal content as time progresses. Moreover, a variety of music, activities and materials were contained in the textbooks. Analysis from physical features is as follows. The quality of papers was poor and printed with a single color with a few data. As time goes by, textbooks were printed with different layers of colors and got bigger. Editing system had been autonomous. In addition, there is a diverse range of texts as multiple supplementary materials including video, audio and music sources on top of paper textbooks were added. As music textbooks published in South Korea gained high prestige, internal as well as appearance of music textbooks in the future should draw much attention.

2015 개정 영어과 교육과정과 현 교과서를 통해 본 영어 발음 교육에 대한 진단

Hyunsong Chung. 2017. A Diagnostic Review of English Pronunciation Teaching Based on the Analysis of the 2015 Revised English Curriculum and English Textbooks. Studies in Modern Grammar 96, 191-212. In this paper, we discuss the goal of English pronunciation teaching in Korea and how to elaborate the elements of English pronunciation teaching in the national curriculum based on the analysis of the 2015 revised English language curriculum and English textbooks. We suggest that the elements of English pronunciation teaching should be explicitly and properly specified for all the levels in the curriculum including primary and secondary levels. The activities in the classroom should combine task-based controlled practices in pronunciation with communicative activities. Phonetic symbols in the textbooks should pursue IPA conventions and be consistent. It is necessary to continue the discussions and conduct researches on pronunciation teaching in the national curriculum so that the results can be positively reflected in the future revision of the English curriculum.

A content analysis of thematic-integrative, scientific approach, and authentic assessment in the second grade of elementary school textbook theme 6

The study was detailing: (1) the thematic-integrative content; (2) the scientific approach content; and (3) the authentic assessment content in teacher’s book and student’s book. The study was a content analysis using a qualitative approach. The 2013 Curriculum textbooks for Grade 2 students on the theme of water, earth, and sun which consisted of teacher’s book and student’s book that had been the subject in this study, the thematic-integrative content, the scientific approach content, and the authentic assessment content were the objects in this study. The data analysis technique that had been implemented consisted of unit selection, sample selection, data recording, data reduction, conclusion drawing, and narrative. The results of the study show that: (1) the thematic-integrative contains the aspect of integration and centers on the students’ integration; (2) the use of scientific approach is not always in sequence so that not all indicators in each aspect of scientific approach has been found in each sub-theme; and (3) in terms of authentic assessment content, not all indicators have been found.

고등학교 세계사 교과서의 러시아 및 소련 역사 재현

Russian history has been presented in a highly negative manner in Korean highschool World History textbooks since the last century. Textbooks in the current curriculum set by the Ministry of Education of the Korean government in 2009 and 2011 are no exception. In their picture, Russian history took a different and sometimes opposite path from that of the West which the textbooks actually presuppose as the model of the development of world history. Russian case was always late and backward compared to the Western experiences. Such backwardness, however, is not translated into the weakness of Russia in the textbooks. Rather, it is curiously connected into its alleged offensive and expansionist nature, creating an image that historically Russia has been always displaying provocative ambitions. In parallel with such formidability in the arena of international politics, Russia domestic politics and society are also described as being brutal and ruthless, a country often resorting to, and accustomed to, inhumane violence. Both international peace movements and social reforms that Russia had led are simply dropped out of the picture that the textbooks painted for world history. In doing so, the textbooks deliberately de-emphasize Russia’s contribution to the evolution of world civilization. Such negative treatment of Russian history by our secondary school textbooks has origins in the Cold War years. Now is the time for us to rethink the content of Russian history in the textbooks.

문학 학습용어 ‘생각’과 ‘느낌’에 대한 비판적 검토 - 2011 개정, 2015 개정 초등학교 국어과 교육과정 및 교과서를 중심으로 -

문학 학습용어 ‘생각’과 ‘느낌’에 대한 비판적 검토 - 2011 개정, 2015 개정 초등학교 국어과 교육과정 및 교과서를 중심으로 -

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

An Analysis on the Description of the History of Exchanges between Goryeo and Mongolia in the 2009 Curriculum and High School Textbooks 『Korean History』

An Analysis on the Description of the History of Exchanges between Goryeo and Mongolia in the 2009 Curriculum and High School Textbooks 『Korean History』

Apology Education in the National Curriculum of Korean Language Arts Education and Textbooks

Apology Education in the National Curriculum of Korean Language Arts Education and Textbooks

Relationship between Understanding of the System and Utilization of Special Education Fundamental Curriculum Textbook of Teachers in Schools for Students with Intellectual Disabilities

Relationship between Understanding of the System and Utilization of Special Education Fundamental Curriculum Textbook of Teachers in Schools for Students with Intellectual Disabilities

A Study on the Implementing Methodsof the Empty Word ‘yu(於)’ in the Curriculum Textbook - Focusing on Middle School Classical Chinese Curriculums -

A Study on the Implementing Methodsof the Empty Word ‘yu(於)’ in the Curriculum Textbook - Focusing on Middle School Classical Chinese Curriculums -

Investigating the geometry curriculum in Palestinian textbooks: towards multimodal analysis of Arabic mathematics discourse

ABSTRACTThe analytical scheme used in the project The Evolution of the Discourse of School Mathematics (EDSM) was developed to analyse the change over time in examination texts. An adapted version of the EDSM scheme has been deployed to analyse the nature of mathematics construed in Palestinian schools’ textbooks and the mathematical activity expected of students in the geometry textbooks for students aged 10 to 16 years. The adaptation includes adding further tools for analysing visual components of texts, as well as accounting for some differences between English and Arabic. This article outlines these adaptations and illustrates the use of the adapted scheme with a different genre of texts from those studied in the EDSM project. Some of the challenges in the adaptation process in relation to Arabic mathematics discourse are discussed.

EXAMINING THE RELATIONSHIP BETWEEN KNOWLEDGE MANAGEMENT AND ORGANIZATIONAL PERFORMANCE

This study was conducted aimed to examine the relationship between knowledge management enablers and organizational performance. The study population is 446 managers and experts of National Education Research and Planning Organization of Iran (The main task of this organization is curriculum and compilation of textbooks for primary school, first and second period high school students). The study method is descriptive and correlational and sampling method is simple random sampling. In conducting the study three standard questionnaires of Lee, Wiig and Goldsmith (2003) were used. Validity and reliability of the questionnaire was measured and reviewed before the distribution of the sample. Many studies have been conducted in the field of knowledge management but in this study it was attempted to consider organizational culture, organizational structure, IT and leadership as knowledge management enablers as well as examine the relationship between knowledge management cycle and organizational performance regarding Achieve model. The study results showed that a significant relationship is found between organizational culture, information technology, leadership, knowledge management cycle as well as between knowledge management cycle and organizational performance

An Analysis on Eight Grade Mathematics Textbook of New Indonesian Curriculum (K-13) Based on Pisa’s Framework

This study aims to analyze and describe the mathematics problems in the eighth grade mathematics textbook of new Indonesian curriculum (K-13) based on The Programme for International Student Assesment (PISA) frameworks. The object of this study was the the revised version textbooks of the eighth grade mathematics student’s book published by The Ministry of Education and Culture (Kemendikbud) in 2014. The framework of the analysis in this study was the PISA components consisting of process, content, and context with its categories. The research method was descriptive quantitative. The data was collected by observing the contents of the textbook and interviewing the students and the teachers in SMP Negeri 2 Rembang. The analysis showed that the contents of the textbook were in accordance to the PISA components. The result also indicated that in both semester of the students’ book, the problems involving the process of employing mathematical concepts, facts, procedures, and reasoning were more dominant than others. Moreover, in the contexts, the problems were dominated by the personal context. Furthermore, the first semester students’ books were dominated by the change and relationships contents while the second semester books were dominated by the space and shape contents.

초등학교 교과서 속 해륙풍에 기반한 바람이 부는 이유에 대한 개념적 고찰

In the elementary school science curriculum, wind is one of the most important concept. In particular, land and sea breeze has been a key example to deliver how wind is driven, and thus its model experiments have been used to help students understand causes of wind. Here we compare causes and explanations for wind and land and sea breeze between textbooks in colleges and elementary schools to examine any potential improvement for the contents. In addition, we conducted survey to examine how pre-service teachers understand land and sea breeze, and convection box experiment used in elementary school textbooks is useful to understand land and sea breeze. Based on the comparison, we find that college level textbook explains the cause of wind as atmospheric pressure difference while elementary school textbooks explain them differently according to curriculums. In the textbooks, there are a difference in the way described for land and sea breeze. Analysis of questionnaire indicate that pre-service teachers understood land and sea breeze correctly, and they selected the convection box experiment in 2009 curriculum textbooks as the most suitable one. Explanations and experiments for land and sea breeze in the textbooks have been revised as the modification of elementary school curriculums. We expect this study helps to deliver more solid contents for wind and land and sea breeze in the upcoming new curriculum.

Schooling and politics: textbooks and national identity in the Tibetan schools in India

This article presents a study of the textbooks composed and released by the Tibetan Government-in-Exile for the Central School for Tibetans in India. By examining the textbooks on Social Studies and history, it looks at how the Tibetan Government-in-Exile engages with various external and internal ‘others’ in the process of constructing knowledge of the Tibetan nation, and at how it represents Tibetan life to those who were born in exile. It is contended that schooling and power are interrelated, and textbook curricula represent a way in which national power dominates the selection and representation of public knowledge. The article concludes by suggesting that the limits applied by their refugee status to the Tibetans in India has sometimes turned into the energy/force of empowerment, which not only permits flexibility in the shaping of a national identity but creates spaces for negotiating the multiple boundaries.