Elementary School Science Textbooks Research Articles

Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks

In science education, models are used as key teaching tools to teach scientific phenomena and concepts to students. Although South Korea recognizes the value of model use in science education, it is necessary to analyze how model use is reflected in science textbooks and in classrooms. This study examined the development and usage patterns of models in experimental activities in the geological, astronomical, and atmospheric domains in three Korean elementary school science textbooks. A coding framework was developed and analyzed based on previous studies and science curricula in other countries. The study found that, first, the model development and usage patterns in experimental activities in the geological, astronomical, and atmospheric domains in science textbooks were largely similar, although some differences existed across domains. Second, the resources required for model development and development methods; evidence-based model development, evaluation, and modification; and the cyclic features of modeling were similar across the three domains, but the geological domain was characterized by model limitations and the astronomical domain was characterized by the process of investigating a phenomenon. Based on these f indings, the study discussed model development activities in textbooks can be improved.

Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks

In science education, models are used as key teaching tools to teach scientific phenomena and concepts to students. Although South Korea recognizes the value of model use in science education, it is necessary to analyze how model use is reflected in science textbooks and in classrooms. This study examined the development and usage patterns of models in experimental activities in the geological, astronomical, and atmospheric domains in three Korean elementary school science textbooks. A coding framework was developed and analyzed based on previous studies and science curricula in other countries. The study found that, first, the model development and usage patterns in experimental activities in the geological, astronomical, and atmospheric domains in science textbooks were largely similar, although some differences existed across domains. Second, the resources required for model development and development methods; evidence-based model development, evaluation, and modification; and the cyclic features of modeling were similar across the three domains, but the geological domain was characterized by model limitations and the astronomical domain was characterized by the process of investigating a phenomenon. Based on these f indings, the study discussed model development activities in textbooks can be improved.

How textbook images frame the gender roles of women in science and elsewhere: a content analysis of elementary school science textbooks

ABSTRACT Based on the concepts of gender framing and gender categorisation, this content analysis evaluates the images of adults (N = 1655) and the portrayal of women from the 6 series of science textbooks authorised by the Japanese Ministry of Education for use in elementary school science classes in the 2022 academic year. The images were counted and coded according to the activities the participants were engaged in. Data were then analysed according to three potential patterns for transmission of gender roles – invisibility, low stature, and domesticity. The content analysis showed differences between the 6 series in terms of their portrayal of women and of female scientists, however, across all series, there were fewer women portrayed than men, fewer female scientists than male, and fewer women were presented as important ‘people to study’. Women were less likely to be shown in high-status decision-making roles, as demonstrating ‘brilliance’, or as being rewarded or recognised for their scientific achievements. They were, however, more likely than men to be depicted in images connected to themes of domesticity than as scientists or in other professional situations. Domestic themes such as childcare could still be seen in images of female scientists or women at work.

양성평등의 관점을 반영한 과학 교과서가 초등학생의 과학진로인식과 과학자 이미지에 미치는 영향

The purpose of this study is to investigate the effect of science textbooks which reflect the perspective of gender equality on the elementary school students' perceptions of science careersand scientist image. To conduct the study, students in the third grade were taught using textbooks written mostly by male scientists as a comparative class. The experimental class was taughtusing textbooks written by similar ratios of male and female scientists. Then, the impact was analyzed a month later. As a result, there was a statistically significant difference in the perceptionof scientific career paths among the students in the experimental and comparative classes, indicating that students who studied using the science textbooks which reflected the perspectiveof gender equality had a more positive perception of scientific career paths than those who used books written predominantly by male scientists. The results of the examination of thescientist’s image showed no statistically significant difference, yet in the experimental class, the proportion of the students who drew male scientists decreased, and the proportion of studentswho drew female scientists increased, which did not happen in the comparative class, where the proportion of the students who drew male scientists increased, and the proportion of students who drew female scientists decreased. Based on the results of the study on the impact of science textbooks on the students' perceptions, suggestions were given to further revise the 2022 revised elementary school science textbook currently being developed.

Analysis of Light-Related Visual Images Presented in Elementary School Science Textbooks in Korea, the United States, and Japan

Abstract Visual images are widely used in science textbooks to facilitate the understanding of abstract concept of light. This study aims to compare and analyze elementary school textbooks from Korea, the United States, and Japan, focusing on how visual images are utilized to effectively convey light-related content. The findings reveal that all three countries’ textbooks predominantly employ photographs as visual representations, primarily serving the purpose of providing data. Through a social semiotic perspective analysis, it was observed that science textbooks commonly utilize realistic images with metaphorical functions, presented at eye level angles, with intermediate distances, and frontal angles. Furthermore, the visual images employed various colors and background expressions to create a sense of familiarity for students. These findings suggest that the composition of visual images in science textbooks was designed to facilitate an easy understanding of light-related concepts.

Science Curriculum Requirements: Science Process Skills in Textbook Activities

Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this outcome. The purpose of this study is to find out to what extent science process skills are included in the activities of elementary and middle school science textbooks in Turkey. A total of 304 activities in six science textbooks were analyzed. A content analysis was employed to determine the frequency and percentage of science process skills in the activities. The results indicate that observing, collecting information and data, recording data, and interpreting and drawing conclusions receive the most emphasis in the activities at all grade levels. Measuring, estimating, predicting, processing and model creating, determining variables, knowing and using experimental materials and tools, and designing experiments are either the least frequently found science process skills or are included in none of the activities. This suggests textbooks focus more on basic science process skills rather than on high-level, causal, and experimental skills.

‘자산어보(玆山魚譜)’를 활용한 초등 예비교사의 과학 관찰 묘사법 교육을 위한 프로그램 개발

This study aimed to develop a marine life-focused scientific observation and description method program, reflecting the observational and descriptive characteristics of Jasan-eobo, and find out the applicability of this program in the actual education field for pre-service elementary school teachers. Jeong Yakjeon’s Jasan-eobo is still considered as the first encyclopedia of marine life in the history of Korea, and it describes marine life vividly and minutely in writing without drawings. Thus, this study attempted to develop an observation and description method based on this book and had the method subdivided into different items for viewpoint description, sequential description, objective description and subjective description. Through these items, learners can write for observation and description and even analyze the contents of relevant writings. This observation and description method program was developed on the basis of marine life that appears in marine life-related chapters from elementary school science textbooks, and this program consists of three phases, ‘Observation and Description Method Mini-workshop’, ‘Looking into Jasan-eobo and Analyzing according to the Observation and Description Method’ and ‘Observing and Expressing Marine Life in Writing and Evaluating Writings of Observation and Description’. After experiencing this program in person, some pre-service elementary school teachers were made to evaluate its effectiveness from viewpoints of both learners and teachers.

A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook “Changes in Matter” as an Example

A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook “Changes in Matter” as an Example

Classification and Exploratory Characteristics of “Questions” in Elementary School Science Textbooks in Japan: Through Comparison of Y Company’s 2010 and 2019 Textbooks Certified by the Ministry of Education

本研究の第一の目的は，Y社の2019年検定済小学校理科教科書に記載されている観察・実験等の「問い」を対象に，吉田（2012）に基づく分類を試みるとともに，吉田（2012）が分析を行った2010年検定済小学校理科教科書及び山田ら（2022）が分析を行った2020年検定済中学校理科教科書との比較による「問い」の特徴を明らかにすることであった。また，第二の目的は，山田ら（2021b）の3観点（「定性的・定量的」，「仮説設定の有無」，「変数制御の有無」）と「問い」との関連について検討することで，その特徴を明らかにすることであった。その結果，以下の3点が示唆された。

2015 개정 교육과정에 따른 초등학교 3, 4 학년 국정 과학 교과서와 검인정 과학 교과서 삽화 및 발문 비교 분석

This study compared and analyzed the types of illustrations and the functions of basic science process skills in the questionnaire of elementary school science textbooks for 3rd and 4th grade according to the 2015 revised curriculum and science textbooks authorized by ice cream media. First, in the type of illustration and the type of illustration by subject area, both elementary school science textbooks and authorized science textbooks had the highest proportion of photography. Second, in the function of the basic science process skills shown in the questionnaire, observation accounted for the highest proportion of both elementary school science textbooks and authorized science textbooks. Third, in the material domain, the proportion of observation and life area was high, and the proportion of communication increased in the motion and energy domain, and in the earth and space domain. Through this study, we will present changes and flows in textbooks according to the conversion to authorized textbooks, provide basic data to effectively use accredited science textbooks reflecting the 2015 revised curriculum, and suggest implications for effective science teaching and learning.

The Effect of Scientific Learning with Video Media on Students' Understanding of Animal Adjustment to Their Environment

Science learning in elementary schools has the aim of introducing students to nature and the surrounding environment and being able to understand the role of students in environmental conservation. Science consists of various science theories and through real learning students are able to understand these theories. So far, the implementation of science learning in elementary schools is still using conventional learning models through lectures, questions and answers, and assignments. In learning science, teachers tend to use image media in elementary school science textbooks. Learning that is more dominated by teachers causes students to become passive so that students' understanding of science material is low. To overcome these problems, teachers need to innovate in order to be able to improve the quality of science learning. One of the innovations that can be done by teachers is using a scientific approach in science learning and utilizing video as a science learning medium. The purpose of this study was to prove the effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment. The researcher uses a quantitative research approach because the data generated is in the form of numbers and analyzed statistically. This research is an experimental research and a one group pretest-posttest research design. The population and sample of this study were students of class V with a total of 23 students. The instrument used to collect research data was a test sheet to measure students' understanding of the adaptation of animals to their environment. By using a paired sample t test analysis through SPSS 21, it was concluded that there was an effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment.

Typification and Inquiring Characteristics of Observations and Experiments Based on “Inquiry Skills”: Through Analysis of Elementary School Science Textbooks

Typification and Inquiring Characteristics of Observations and Experiments Based on “Inquiry Skills”: Through Analysis of Elementary School Science Textbooks

An Analysis of the Scientific Inquiry Skills in Inquiry Activity of Elementary School Science Textbooks - Focusing on Grade 5 & 6 Science Textbooks-

An Analysis of the Scientific Inquiry Skills in Inquiry Activity of Elementary School Science Textbooks - Focusing on Grade 5 & 6 Science Textbooks-

Insects and society from the perspective of science education: Changes in elementary-school science textbooks and the Nawa Insect Museum

Insects and society from the perspective of science education: Changes in elementary-school science textbooks and the Nawa Insect Museum

2009 개정과 2015 개정 교육과정의 과학 교과서 비교 분석: 지구와 우주 영역을 중심으로

The purpose of this study is to investigate the contents and composition of elementary school science textbooks compiled by the 2009 revised curriculum and the types and roles of illustrations in the science textbooks compiled by the 2015 revised curriculum. First, in order to optimize the amount of learning, the 2015 revised science curriculum deleted the middle section and science writing sections in the 2009 revised curriculum science textbook. As a result, the number of textbook pages decreased by 3.75 pages compared to the 2009 revised curriculum. However, the number of sentences increased in all units. Although the number of pages of the unit has been reduced to optimize the learning volume, the number of sentences seems to have increased for reasons such as detailed instructional content. Second, among the types of illustrations, the largest number in the 2015 revised curriculum science textbook is photographic data, which accounts for 49%. This is equal to the proportion of the 2009 revised curriculum science textbook photo. The reason why photographic materials are used most often is that it is necessary to present realistic and objective data rather than pictures or cartoons in the earth and space areas that can be confirmed through long-term exploration activities.

The Representation of Global Issues in Taiwanese Elementary School Science Textbooks

In today’s heavily science-dependent global society, science education should be the key to learners more fully grasping global issues. A content analysis of 24 elementary school science textbooks in Taiwan was undertaken to examine how global issues were represented. The results revealed that about half of the content was related to global issues, yet it was limited to the conventional subject knowledge of science. Most of the related units covered environmental sustainability and global systems. Multiculturalism and human rights, social justice, and conflict prevention were seldom mentioned and lacked intellectual depth. In the temporal dimension, global issues in the related units were mainly presented as existing in the present period, while there was less emphasis placed on the future or the past. Regarding the spatial dimensions, global issues in the related units were mainly presented in the classroom and family contexts, rather than in the broader social or global context. To prepare our students for an inclusive and sustainable world, science textbooks should adopt a broader perspective to include more underrepresented global issues and expand the temporal and spatial dimensions to facilitate students’ future thinking and public engagement. This study is the first step toward this goal with practical suggestions for front-line teachers and teacher trainers, and for developing science education materials that better represent global issues.

2009 개정 및 2015 개정 교육과정에 따른 초등과학 식물의 구조와 기능 단원의 성취기준 및 탐구활동 비교 분석

The purpose of this study is to examine comparatively the achievement standards and inquiry activities of “the structure and function of plants” unit according to the 2009 revision and 2015 revision of elementary school science national curriculum. There were decreased the number of achievement standards and inquiry activities of unit “the structure and function of plants” in 2015 revised rather than 2009 revised science national curriculum. However, there was a little bit differences between learning contents of them. For inquiry activity types of “the structure and function of plants” presented in science textbooks, there were more diverse in the 2015 revised elemenatry school science textbooks than the 2009 revised elemenatry school science textbooks, and even more inquiry process skills in the 2015 revision of elementary school science textbooks were than in the 2009 revision. it was found out that learning contents should be harmonized in aspects of balancing learning objective domains and considering environment curricula. In order to achieve the goal of elementary school science education on the basis of science national curriculum in elementary school, the consistency between science textbooks and science national curriculum should be considered and that can be contribute to the development of future science national curriculum.

IDENTIFICATION OF STUDENTS KNOWLEDGE ON LOCAL GAMES AS A BASIS TO DEVELOP ELEMENTARY SCHOOL SCIENCE TEXTBOOK

The purpose of this study was to identify student knowledge on local games as a basis to develop science elementary school science textbook containing life skills and local games. Descriptive method with questionnaire as an instrument was used to conduct the study on 2160 elementary school students in Bengkulu Province. The results of the study showed that students’ knowledge related to local games was generally categorized as fair. Student knowledge related to knowledge on traditional games was quite various. Based on the study, the local games to be included in the development of elementary school science textbook were reviewed again. Local games known by most students are used as a basis to begin each chapter or subchapter of the textbook, whereas learning sources known by more than 80% students were implemented as chapter themes.

Characterizing Science Inquiry and Epistemology Found in Physics Related Units in Elementary School Science Textbooks According to the 2015 Science Curriculum

Characterizing Science Inquiry and Epistemology Found in Physics Related Units in Elementary School Science Textbooks According to the 2015 Science Curriculum

An Analysis of the Characters' Role and Type Presenting 2009 Revised Elementary School Science Textbook

An Analysis of the Characters' Role and Type Presenting 2009 Revised Elementary School Science Textbook