High School Biology Textbooks Research Articles

Content Analysis of Bioenergetics’ Conceptual Presentation in Senior High School Biology Textbooks

Factors that bring about a low mastery level of bioenergetics, a core concept in biology, include relatively poor teaching-learning experience and low-quality textbooks, among others. To determine which textbook and teaching components have affected the low learning mastery of the topics in bioenergetics, the researchers analyzed the textbooks’ quality of content, language, layout, and figures, and the teachers’ experience, contentment, and challenges while teaching the topic, and effects to the learners. Using a sequential explanatory mixed method research design, ten (10) textbooks, and seven (7) teacher participants were purposively selected following a set of criteria. Descriptive and principal component analyses revealed that the textbooks' quality depends on two components: (1) competent and coherent visuals and content, and (2) consistency of style in the varied forms of assessment. Narrative analysis and Quasi-Statistics analysis revealed that teachers are not contented with the textbooks as they are inadequate to teach the subject matter. The lack of good learning materials, coupled with low competence to introduce the topics, resulted in the low mastery level of the learners. The researchers propose that periodic textbook assessment, retooling of teachers’ skills, and deepening teachers’ understanding are necessary to improve learners’ performance in bioenergetics. Finally, this paper is instrumental in providing educators, resources and curriculum developers, and researchers a feasible and practical path to improve textbook quality and address pedagogical gaps.

The photographic images of the philum cnidaria in high school Biology textbooks

O livro é um recurso utilizado na práxis de ensino da Educação Básica contendo elementos textuais e imagéticos, cuja fotografia expressa uma realidade sem alterações. Os cnidários são animais peçonhentos de importância ecológica, médica e social, cuja imagem fotográfica pode oportunizar olhares específicos quanto aos aspectos e às abordagens presentes nesses manuais de ensino. O estudo objetivou analisar as imagens fotográficas acerca do conteúdo ao Filo Cnidária em Livros Didáticos de Biologia do Ensino Médio para a educação em saúde. Assim, pesquisa qualitativo-descritiva mediada pela análise Bartheriana, cujos livros apresentaram baixa quantidade de fotografias de acidentes com cnidários, necessita de abordagens sobre causas e efeitos potenciais, de ações preventivas e de cuidados aos banhistas, evitando “ataques” e lesões na pele (queimaduras).

Examination of the Texts Examination of the Texts and Visuals in the “Cell Divisions” Unit in the 10th Grade Science High School Biology Text-Book in Terms of Scientific Content

In this study, it was aimed to examine the visual content and expressions in the texts in the “Cell Divisions” unit in the 10th Grade Biology textbook of the Ministry of National Education, Secondary Science High School, taught in the 2022-2023 academic year, in terms of scientific content. The data sources of the research, in which the case study design and document analysis data collection technique, which are among the qualitative research designs, are used, constitute the relevant textbook. National and international reference books were used to evaluate the scientific conformity of the expressions and images in the texts in the relevant unit in the textbook, which was examined by descriptive analysis by three field experts in Biology and Science. According to the results of the research, it was determined that the scientific content of the texts and images in the “Cell Divisions” unit in the MoNE Secondary Science High School 10th Grade Biology textbook could not be created in full compliance with the required qualifications, and there were missing, incorrect expressions and representations. Since this situation will cause wrong learning and misconceptions in students, it is recommended to rearrange the relevant texts and visuals.

Correction to: Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China

Correction to: Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China

Analysis of Biology Textbooks Based on Science Literacy at Senior High Schools

The purpose of this study was to describe the scope and calculate the level of science literacy in high school biology textbooks class XII based on science literacy. The science literacy categories used are science as a body of knowledge, science as the nature of inquiry, science as a way of thinking, and the interaction of science, technology, and society. This research is qualitative research with descriptive methods. There were four biology textbooks sampled in this study. The data used in this study used primary data. Primary data sources were obtained through direct surveys of the four schools. Secondary data was obtained through the internet on the school data page. The data collection method in this study uses the documentation method. The data analysis used uses content analysis, which is a technique for collecting and analyzing the content of a text. The results of data analysis showed that the category of science as a body of knowledge amounted to 55.3%, science as the nature of inquiry amounted to 10%, science as a way of thinking amounted to 34%, and the interaction of science, technology, and society amounted to 0%. The data illustrates that the class XII biology textbooks used by some schools have described science literacy with a good category. It's just that the books generally emphasize more on the aspects of science as a body of knowledge and less on present science and technology.

Development of the Ideas of Biology Textbooks from 5th, 7th and 10th Grade (Us Experience, State of California)

The problem of using the most appropriate teaching materials and resources in high school education is relevant in the United States, especially in today's world of digitalization and technology of education. The development of American textbooks from the founding of the United States to the present day has undergone many and significant changes to reach its present form. The article examines and illustrates with examples some of the high school biology textbooks used in the United States that are taught today. The examples show the various methods and tools used for the effective teaching, learning and assessment of biology in American high school, meeting the new standards of academic knowledge presented in them. The textbooks described by American publishers include the teaching of biology in two junior high classes – 5th and 7th and one high school class – 10th.

ANALISIS BUKU AJAR BIOLOGI SMA KELAS X BERDASARKAN ASPEK LITERASI LINGKUNGAN

Environmental literacy is a person's conscious attitude in protecting the environment so that the balance is maintained. The impact of the environmental approach in learning can bring out students' curiosity about the environment around them, for example through textbooks. The phenomenon of textbooks, especially biology, needs to be reviewed to adapt to the current context, namely the issue of environmental damage. However, in reality biology textbooks do not provide a portion in instilling environmental literacy so that students' environmental literacy is low. The purpose of this study was to determine the percentage of aspects of environmental literacy in class X high school biology textbooks, to find out whether the class X high school biology textbooks support environmental literacy-based learning, to analyze the scope of environmental literacy in class X high school biology textbooks. Research This is a descriptive study, using a quantitative approach to analyze the Biology textbooks for class X SMA published by Erlangga and Yudhistira. The object of this study was the even semester material in class X high school biology textbooks and the subject of this research was the class X high school biology textbook published by Erlangga and Yudhistira. Selection of research subjects using purposive sampling. The data collection technique used was observation and the instrument used in this study was an observation sheet to analyze the content of aspects of environmental literacy in class X high school biology textbooks on even semester material. This instrument uses a guttman rating scale with intervals (yes/no). The data analysis technique performed in this study used a quantitative descriptive technique. Based on the results of the study, it was concluded that the level of environmental literacy textbooks for class X high school biology used in the city of Yogyakarta was in the low category. In the odd semester, textbook publisher A achieved a score of 24% and textbook publisher B achieved a score of 23.6%. Whereas in the even semester class X biology book the level of environmental literacy is also in the low category. The percentage in textbooks of publisher A was obtained by a percentage of 21% and for textbooks by publisher B was obtained by a percentage of 37%. The aspect that appears the most is the aspect of environmental knowledge, while the aspect that appears the least is the aspect of attitude.Kata kunci: Literasi Lingkungan, Buku Ajar, Biologi

Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China

Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China

Transitivity analysis of practical instructions in selected Nigerian senior secondary schools biology textbooks

This study is concerned with transitivity analysis of selected Nigerian senior high school biology textbooks. The aims of this research were to describe and to find out the dominant process types of transitivity occurrence, reason behind the choice of dominant process, and its effect in the biology practical instructions. This study was descriptive qualitative. The data were obtained from the selected two Nigerian biology textbooks entitle Essential Biology for Senior Secondary Schools, and Modern Biology for Senior Secondary Schools by M. C Michael, and Ramalingam respectively. The result of the research was four types of process that occurred in the textbooks. There was material process (90.83%), mental process (4.59%), relational process (3.67%), and existential process (0.92%). The dominant type of transitivity is material process. It means that biology practical instructions textbooks contained action and physically. Furthermore, the benefit that can be gained from analysing the transitivity in the text could stimulate the reading skills to comprehend the idea and information in a text that could be applied in spoken and written texts. Based on the finding of the transitivity analysis, it was recommended that, serving teachers be trained through workshops, seminars, conference s and in-service programmes.

Representation of Aspects of Science Process Skills in the High School Biology Textbook Ecosystem Materials

Background: Science Process Skills (SPS) is a skill that facilitates students to find realities, decide on ideas and apply theory to daily existence. Textbooks in North Sumatra are assorted, and the availability of SPS aspects is not widely known. This study aims to determine the availability of SPS aspects in the most widely used high school textbooks in senior high school in one of city in North Sumatera. Methods: This study used content analysis research. The samples were purposive sampling using the most widely used books in state high schools in Binjai City. The data analysis technique in this study includes quantitative and qualitative. Qualitative data analysis was carried out by identifying the emergence of SPS aspects in the analyzed textbooks. Meanwhile, quantitative data analysis is carried out by calculating the frequency and Percentage of occurrences of SPS aspects in biology textbooks. Results: The results showed that the high school biology textbook class 10 was appropriate in providing aspects of science process skills in Ecosystem material. Book A provides 80% of all aspects of science process skills and book B provides 60% of all aspects of observed science process skills. Conclusions: of this study can be used as a reference for teachers in choosing textbooks that will be used as learning resources in facilitating SPS. Furthermore, continuous efforts are needed from the government,

EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS

ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.

Website-Based Module Design on Virus Materials for Class X High School

This study aims to produce a website-based module on Virus material for class X high school students. This research was conducted at PGRI University, West Sumatra, in the 2022/2023 academic year. The method used in this research is ADDIE, where the stages of this ADDIE consist of analysis, design, development, implementation, and evaluation. However, considering the limited time in this research process, the researchers conducted research only up to the design stage. The instrument used in data collection used a student analysis questionnaire. Data analysis techniques in this study are descriptive data and qualitative data. Based on the results of the analysis of the teaching materials used in the learning process in the form of high school biology textbooks, it shows that the books analyzed still have several shortcomings that do not describe one of the core competencies and basic competencies. Based on the results of the analysis of students, it was found that students still have difficulty in understanding biology learning resources, especially on virus material because the material is abstract and cannot be observed directly, besides that there are many terms that are not understood by students, and the most The main reason is the lack of availability of good learning resources. Thus, it is necessary to develop modules so that students better understand virus learning.

Content analysis of cell division concepts in Senior High School Biology textbooks

Content and accuracy evaluation of textbooks is important as it provides quality assurance to both teachers and learners, especially in the new normal where modular instruction is used. This research aimed at evaluating the biology textbooks used by Senior High School STEM Science teachers (n=15) in content, presentation, and learning strategies. Content analysis and Collaizzi’s descriptive phenomenology approach were employed in this study. The results showed that all evaluated textbooks have unique, distinct content, presentation, and learning strategies. Most topics were also aligned with the minimum curriculum requirement for SHS STEM, but topics such as cyclin-dependent kinases (CDKs) and control checkpoints were not discussed in some books. Learning outcomes were not indicated in some books, and few textbooks did not reach synthesis and evaluation level. However, a comparative approach of cell division across the 5-kingdom system is observed but not explained well, and some misleading statements in the cell division mechanism were present. Considering that cell division precedes the discussion of cancer cell division and metastasis, content enrichment through learner-friendly visuals and diagrams is recommended to facilitate learning, improve retention, and avoid misconceptions.

Semantic network analysis of the biotechnology domain in Iranian high school biology textbooks

Textbooks can have a fundamental and positive effect on both learning and teaching. As such, in order to understand how students structure concepts in their minds, it is necessary to analyze the structure in which those concepts presented in textbooks are described. This study examined a network of concepts used in the domain of biotechnology in the Iranian 12th grade biology textbook and investigated the alignment of science concepts used in its sub-domains. The findings of this study suggest that too many concepts, as well as unconnected ones, were used in biotechnology domain, which led to a complicated conceptual network. Therefore, this paper recommends that the number of biology concepts described in the later text books in the biotechnology domain at Iranian high schools should be reduced in order to facilitate a better formation of connections between concepts and their descriptions.

Cooperation as a causal factor in human evolution: a scientific clarification and analysis of German high school biology textbooks

ABSTRACT Many evolutionary anthropologists view cooperation as core to the evolutionary success of our species. Concurrently, many sustainability scientists view cooperation as core to the future sustainable development of our species. When it comes to biology education, however, it is unclear how or if students are being engaged in these scientific perspectives. This article offers an overview of scientific perspectives regarding cooperation as a central causal factor in shaping human behaviour, cognition, and culture during human evolution. Against this background, we analysed 23 German high school biology textbooks with the aim to understand if and how cooperation is presented as a causal factor in human evolution and behaviour. Overall, the role of cooperation, especially the emotional and motivational aspects of cooperative behaviour, and the role of a cooperative social and cultural environment in shaping human traits, appears to be significantly deemphasized compared to the role of individual brain size and ‘intelligence’ in the evolution of our species. Furthermore, in sections on behavioural ecology, humans are hardly ever presented as an example of a highly cooperative species. Overall, textbooks show a diversity of strengths and weaknesses, from which we identify several learning opportunities in the appropriate integration of cooperation science within biology education.

Analysis of Argumentation Contents in the High School Biology Textbook: A Discourse Analysis on the Topic of the Respiratory System

Analysis of Argumentation Contents in the High School Biology Textbook: A Discourse Analysis on the Topic of the Respiratory System. Objectives: Study examines structure of learning discourse, explores aspects of discussion, examines presentation of learning motives in textbooks, analyzes a comparison of three biology textbooks on respiratory materials. Methods: A qualitative investigation of descriptive text, discourse structure analysis tasks, conversational type elements, learning motive explanations, Erlangga, Yrama Widya, Intan Pariwara as publishers of Biology textbook. Findings: Results revealed nature of conversation structure. Three scientific books observed that one side of the argument swamped any remaining sections of debate due to a rapid review of doubtful material. Examining three books analysed reveals a discussion of many quality,rating issues. In Good category, Book B got highest rating of 8.3. Book C received an 8.2 on the “upside” scale, whereas Book A received a 7 on the “appropriate” scale. Keywords: Argumentation, tektbook, discourse analysis. Abstrak: Analisis Isi Argumentasi dalam Buku Teks Biologi SMA: Analisis Wacana pada Topik Sistem Pernapasan. Tujuan: Penelitian ini mengkaji struktur wacana pembelajaran, memeriksa aspek argumentasi, meneliti penyajian motif pembelajaran buku teks, menganalisis perbandingan tiga buku biologi materi sistem pernapasan. Metode: Penelitian kualitatif jenis kalimat deskriptif, kegiatan analisis struktur wacana pembelajaran, aspek jenis argumentasi, presentasi motif pembelajaran, menggunakan buku teks biologi kelas XI semester 2 sebagai sample. Buku Biologi merupakan buku teks terbitan Erlangga, Yrama Widya, Intan Pariwara. Temuan: Hasil penelitian menunjukkan kualitas struktur hasil wacana dari persentase analisis argumentasi materi tiga buku biologi menyatakan aspek argumentasi lebih dominan dari semua aspek argumen lainnya. Perbandingan ketiga buku yang dianalisis memiliki wacana argumentasi kualitas dan skor berbeda. Skor buku B tertinggi dengan kategori “baik” dengan skor 8,3. Buku C Skor 8,2 dengan kategori “bagus” dan buku A skor 7 dengan kategori “cukup”. Kata kunci: Argumentasi, buku teks, analisis wacana. DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202206

Problems Analysis in High School Biology Textbooks Based on Cognitive Domain of Bloom Taxonomy

The purpose of this study is to understand the consistency of questions in class X biology textbooks based on the types of Lower order thinking skills (LOTS) and Higher order thinking skills (HOTS). This descriptive study analyzed questions in high school biology textbook with publishers Erlangga and Prawira Intan. The results showed that the distribution of the LOTS cognitive domain for Erlangga i.e remembering (C1) of 3.75%, understanding (C2) of 95.4%, applying (C3) of 0.75%. Meanwhile, the appearance of the HOTS cognitive domain for Erlangga i.e analyzing (C4) of 70%, evaluating (C5) of 20%, and creating (C6) of 10%. In other publisher Prawira Intan, the LOTS category for C1 of 65.7%, C2 of 31.8%, C3 of 2.41%. The most HOTS cognitive domain in the book publisher Prawira Intan are C4 which is 66.6%, C5 of 20% , and C6 of 13.3%. Keywords: problem analysis, Biology textbooks, cognitive domain, Bloom taxonomy. Abstrak: Tujuan penelitian ini ialah memahami konsistensi soal pada buku teks biologi kelas X berdasarkan tipe Lower order thinking skill (LOTS) dan Higher order thinking skill (HOTS). Penelitian ini menggunakan jenis penelitian deskriptif kualitatif. Analisis soal dalam penelitian ini menggunakan buku teks biologi kelas X SMA/MA penerbit Erlangga dan Prawira Intan. Hasil penelitian menyatakan terdapat bahwa sebaran persentase kemunculan kategori ranah kognitif LOTS buku biologi kelas X penerbit Erlangga yaitu soal level C2 yaitu sebesar 95,4%, C1 sebesar 3,75%, C3 sebesar 0,75%. Kemunculan kategori HOTS dalam buku biologi kelas X penerbit Erlangga nilai sebesar C4 sebesar 70%, C5 sebesar 20%, C6 sebesar 10%. Pada buku penerbit Prawira Intan kategori LOTS dengan level C1 yaitu sebesar 65,7%, C2 sebesar 31,8%, C3 sebesar 2,41%. Sedangkan kategori ranah kognitif HOTS terbanyak dalam buku penerbit Prawira Intan yaitu level C4 sebesar 66,6%, C5 sebesar 20%, dan C6 sebesar 13,3%. Kata kunci: analisis masalah, buku teks Biologi, domain kognitif, taksonomi Bloom. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp833-843

Plant-Animal Tissue Diagnostic Test (PATD-Test) to identify students’ misconceptions in biology

Plant and animal tissue material is an important concept to understand because besides dealing with the next material, it becomes the basis for the application of technology in modern biology such as stem cells and plant tissue culture. This study aims to identify students’ misconceptions about plant and animal tissue topics in biology. Plant-Animal Tissue Diagnostic Test (PATD-Test) has been valid and reliable consisting of three-tier, including multiple-choice questions with five answer options, choice of reasons, and confidence in the answers chosen for each item. Participants in this study were 758 high school students. PATD-Test results showed that 27.20% of students had misconceptions in plant tissue material and 23.90% in animal tissue. The highest percentage of misconceptions occurs in indicators structure-functions of parenchyma, with a percentage of 48.15%. As for animal tissue, the highest misconception is shown in the indicator structure-function of squamous epithelium with a percentage of 35.88% 41.69%. Furthermore, PATD-Test can be developed to diagnose misconceptions on a broad range with more comprehensive sub-concepts and accompanied by an analysis of misconception factors, one of which is in high school biology textbooks.

A study of changes in US high school biology textbooks: Focusing on the impact of the STEM (Science, Technology, Engineering and Mathematics) education reform by the Next Generation Science Standards (NGSS)

A study of changes in US high school biology textbooks: Focusing on the impact of the STEM (Science, Technology, Engineering and Mathematics) education reform by the Next Generation Science Standards (NGSS)

Uma análise discursiva do livro didático de Biologia na Educação para jovens e adultos

Pressupostos freireanos evidenciam como o conhecimento científico proposto pela escola deve ser associado ao saber do cotidiano. Assim, cidadania e letramento científico devem andar juntos e são ferramentas essenciais na busca por uma educação que contemple preceitos dos direitos humanos, presentes na Lei de Diretrizes e Bases da Educação. Transpor esse olhar para a Educação de Jovens e Adultos – EJA – é o desafio desse artigo, que analisa discursos presentes no livro didático de Biologia destinado aos alunos do Ensino Médio do Estado do Rio de Janeiro, na modalidade EJA. Com a Análise Crítica do Discurso verificamos que o significado identificacional está presente no livro didático, por meio dos pronomes pessoais “você” e “nós”. Os resultados mostram uma tentativa do enunciador de mostrar proximidade do aluno usando mais o pronome “nós” nos textos. Ainda há muito a fazer no percurso de considerar a experiência do aluno nos conteúdos expressos nos livros.