High School Textbooks Research Articles

View the History of Foreign Texts in Chinese High School Textbooks from the Perspective of Language and Identity Recognition

This article aims to explore the historical development and complex context behind foreign texts in Chinese high school textbooks from the perspective of language and identity. By sorting out the selection process of these foreign texts in textbooks, we can reveal the profound influence of national cultural policies, changes in international relations, and the evolution of social ideology on the content of textbooks. This selection not only reflects the response of the Chinese education sector to globalization and the adjustment of cultural strategies, but also highlights how countries shape the cultural identity of young people through their education systems at different historical stages.

Depiction Of Moral Values In Indonesian English Junior High School Textbooks

Most language textbooks are analyzed by emphasizing cultural/multicultural content, gender stereotypes/representation, neoliberalism, and pedagogical representation. The role of language textbooks on moral and cultural values at various levels has been examined. However, moral values at the junior high school level are scarce. This study examined the moral values in junior high school English textbooks entitled “English for Nusantara” for grades 7 and 8 published by the Indonesian Education Standard, Curriculum, and Assessment Agency of the Ministry of Education Culture, Research and Higher Education within the independent curriculum. This research used a qualitative content analysis research design. This study adopted the Moral Foundations Theory Framework (MTF) Graham presented a set of moral principles such as care/harm, fairness/cheating, loyalty/betrayal, authority/subversion, and sanctity/degradation. The result showed that both the textbooks for grades 7 and 8 were similar representing more dominant moral values than bad values, with percentages of 95% and 59%, respectively. The other finding suggested that the textbooks did not integrate authority, loyalty, and fairness. The study implies incorporating stories that highlight moral values should be required to internalize ethical values and encourage students to do good things.

Assessing the Readability of Renewable Energy Education Material from Geothermal Resources in Vocational High School Textbooks: A Case Study in Indonesia

Assessing the Readability of Renewable Energy Education Material from Geothermal Resources in Vocational High School Textbooks: A Case Study in Indonesia

Analysis of Oral Practice in Chinese Textbooks for Korean High Schools and Teaching Cases - A Case Study of『Chinese I』

Analysis of Oral Practice in Chinese Textbooks for Korean High Schools and Teaching Cases - A Case Study of『Chinese I』

A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series

Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students’ opportunities to learn.

Analysis of the suitability level of physics lessons with flood material

Background: Padang City is one of the cities that is prone to natural disasters such as floods. The integration of physical materials with flood materials is suitable to be applied in this city. In fact, in the field, in the Physics subject package book provided by the government, there has been no integration with natural disaster materials, especially floods. To integrate flood material into Physics material, an analysis is needed first to see the suitability of Curriculum Objectives on Physics material with flood material. Methods: By using qualitative descriptive research, using the nonprobability sampling technique which is Purposive Sampling, the researchers took samples of Physics textbooks for senior high school (tenth, eleventh, twelfth grades) used by schools in the city of Padang that use the 2013 Curriculum. Findings: Based on observations of 15 high schools in the city of Padang, the 2016 revised edition of High School Physics published by Erlangga is the book studied. Based on the results of the study, the most suitable class to be inserted in this material is eleventh grade because it has the highest level of suitability. On the contrary, twelfth grade is the least suitable class to insert this material. Conclusion: To improve the relevance and effectiveness of physics learning in high school in Padang city, it is necessary to develop teaching materials that integrate flood materials, especially for eleventh grade, where the highest level of suitability is found. Novelty/Originality of this Study: This study addresses a crucial gap by incorporating natural disaster education, specifically focusing on flood-related content, into the high school physics curriculum in Padang City, an area highly susceptible to such disasters. It distinctively integrates fundamental physics principles with practical disaster mitigation knowledge, aiming to improve students' understanding and preparedness for real-world natural phenomena.

Study of Festival Folklore in Ancient Poems in Chinese Textbooks for Senior Middle Schools: On the Festive Folklore Teaching Strategy for The Charm of A Maiden Singer

As an intangible cultural heritage, festival folk customs are encountering internal and external troubles. Although it is faded by Chinese people in social life, it is eternally preserved in literary works. According to the new curriculum standard, “cultural inheritance and understanding” is one of the core literacy aspects of Chinese subjects in senior high schools. On this basis, this study probes into the strategy of using Chinese teaching to inherit the “intangible cultural heritage” of festival folk customs. First of all, the connotation of festival folklore should be clarified. Secondly, the content analysis can be used to explore the distribution of festival folk customs in ancient poems in the unified version of Chinese textbooks in senior high schools. Specifically, when it comes to the structure, festival folk customs are non-systematic with limited appearances in ancient poems. From the aspect of content, festival folk customs briefly introduce the festivals and their cultural connotations embodied in the textbooks but neglected by current society. As for the function, festival folk customs can be analyzed from three carriers such as time, folk and emotions for classification. Finally, taking The Charm of A Maiden Signer as an example, the feasible way of integrating festival folk customs into the teaching of ancient poems is proposed. Compared with the general teaching plan, such a design is original, which allows students to experience the national aesthetic tradition of “harmony between man and nature” during the Mid-Autumn Festival with the unique beauty endowed by Dongting Lake. Taking festivals and folk customs as a leadin of teaching can dig out the cultural connotation contained in ancient poems more deeply and accurately, so as to expand the profundity of teaching and improve students’ ability to appreciate ancient poems.

Content Analysis of Bahasa Indonesia Textbook for Indonesian Language

As the official language, Indonesian language has a key position in the curriculum of Indonesia, including in from the language policy, education system, class schedule, the national main curriculum assessment, etc. The Indonesian language textbooks for first grade Junior High School is compiled based on the curriculum objectives and contents stipulated in the constitution of the country. The compilation and development of this Indonesian language textbooks also refer to the teaching design of content and Integrated Language Learning (CLIL) to prepare and design the content of textbooks. The four aspects in the subtopics, i.e., ‘language comprehension ability’, ‘language summary or restatement ability’, ‘language analysis ability’ and ‘language listening, speaking, reading, writing and practice ability’, are consistent with the four factors of ‘content’, ‘cognition’, ‘communication’, and ‘culture’ in CLIL.

Translation Techniques Used in Biological Terms in Bilingual Biology 1 Textbook for Senior High School Class X

This article investigates the translation of English biological terms into Indonesian in a high school textbook. Using a descriptive-qualitative approach, it examines translation techniques, drawing on Molina and Albir's framework. Data collection methods include content analysis. The study identifies four translation techniques: pure borrowing, literal, borrowing, and amplification. Pure borrowing is the most common technique used. The discussion emphasizes the importance of balancing linguistic accuracy and cultural relevance. The research contributes to understanding translation strategies in cross-cultural communication, aligning with Molina and Albir's framework. Overall, it sheds light on translators' choices in conveying biological concepts in bilingual education.

Extent and Processing of Chemical Calculations in the Chemistry Textbooks for High Schools

Extent and Processing of Chemical Calculations in the Chemistry Textbooks for High Schools

몽골 전통문자 교육의 현황

This study reviewed the current Mongolian government's overall traditional character education policy, analyzed how this education policy was reflected in Mongolia's general middle and high school textbooks, and examined the current status of Mongolia's traditional character education based on this. Mongolians have been using ‘Mongol bichig’, Mongolia’s own traditional script, since the 13th century and have a great heritage and history of written culture. As specified in the ‘Law on the Mongolian Language’ resolved in 2015, Mongolia's traditional script, Mongolian bichig, is ‘the precious heritage of the spiritual culture of the Mongolian people, the roots and stem of the nation's civilization, the unity of the nation, the well-being of the nation, and independence. It is a confirmation of independence, and it is also the noble duty of all Mongolians to learn, teach, use, and transmit the Mongolian language. Mongolia began using the cyrillic alphabet as the country's official alphabet in 1946, and with democratization in 1990, it is making great efforts to use both the current cyrillic alphabet and its own traditional script. The Mongolian government has been implementing many policies related to traditional characters since 1995, starting with the ‘Mongolian Traditional Characters National Program I’. Based on these policies, the subject ‘Mongolian Traditional Characters’ is currently being opened and taught in grades 6 to 12 of general middle and high schools.

Bringing cell biology into classroom: tips to culture and observe skeletal muscle cells in high school and college

Watching living cells through a microscope is much more exciting than seeing pictures of cells in high school and college textbooks. However, bringing cell cultures into the classroom is challenging for biology teachers since culturing cells requires sophisticated and expensive instruments such as a CO2 incubator and an inverted phase-contrast microscope. Here, we describe easy and affordable methods to culture and observe skeletal muscle cells using the L-15 culture medium, tissue culture flask, standard dry incubator, standard upright microscope, and modified Smartphone microscope. Watching natural living cells in a “Do-It-Yourself (DIY)” way may inspire more students’ interest in cell biology.

Study of the Presentation of Cultural Elements in the PEP English Textbooks for Junior Middle Schools

With the increasing impact of globalization, the cultivation of cultural awareness and cross-cultural communication skills has become more and more important in English teaching. Textbooks play a crucial role as materials and carriers for English teaching. The way in which Chinese and foreign cultural elements are distributed and presented in textbooks can significantly affect students' learning of cultural knowledge and the development of their cultural awareness. To enhance students' cultural awareness, this study analyzed the cultural elements in PEP English textbook for junior high schools. The statistical results indicate that this textbook predominantly features Chinese culture, followed by British and American cultures, with non-target language cultures being the least presented. The presentation of cultures is primary through pictures and texts. The distribution of cultural elements is not balanced, and there is less cultural knowledge in the first book of the seventh grade. To address this issue, it is suggested that textbook writers should pay attention to the presentation of non-target language cultures, innovate the forms of cultural presentation, and distribute cultural knowledge. Teachers should strive to enhance their cultural literacy, deeply explore cultural elements, innovate cultural teaching methods and enhance students' cultural confidence. The aim is to deal with the cultural knowledge in the teaching materials scientifically and further develop students' cultural awareness.

Civics Textbook Supplement Design Based on Pancasila Student Profiles to Increase Student Activity

The condition of diverse learning needs and the rapid development of education requires textbooks prepared by the government to meet learning standards that are expected to fulfill the success of learning activities in schools. The results of the needs analysis of the Civics Junior High School Textbook in Bandar Lampung City show that there is a need for a complementary textbook that is expected to support typical Civics learning activities. This research method is a development research used to produce certain products, and test the effectiveness of these products. The development model and procedures used in this study are divided into 4 stages, 1) Needs Analysis Stage, 2) Product Design Stage, 3) Validation and Evaluation Stage, and Final Product Stage. The results of this study show that the use of textbook supplements has a significant impact on students' understanding and learning outcomes. Effectiveness testing shows that the average formative test results for students who use digital map learning are greater than the average formative test results for students who use conventional learning. Efficiency testing can be concluded that Civics learning, especially the material displaying a positive attitude towards the flow of drafting the foundation of the Indonesian state and norms in everyday life using textbook supplement learning has the efficiency of saving more time than learning that does not use textbook supplements. It can be concluded that students' attitudes towards the attractiveness of digital map learning that has been applied in experimental classes have a positive impact on learning outcomes.

The Effect of Teaching Materials for Chemical Equilibrium Based on Spiritual Values on Student Learning Outcomes in the Guided Inquiry Learning Model

This research was motivated by the low learning outcomes and spiritual attitudes of students. This research aims to determine the effect of chemical equilibrium teaching materials based on spiritual values on student learning outcomes and students' spiritual attitudes in the guided inquiry learning model, as well as seeing the relationship between students' spiritual attitudes and student learning outcomes. This type of research uses research methods using a sample of 60 students. The data collection methods used were (1) interview observation, (2) student spiritual questionnaire, (3) test instruments. The results of the research show that chemical equilibrium teaching materials based on spiritual values in the guided inquiry learning model have an influence on students' learning outcomes and spiritual attitudes. The research results stated that there was a difference between classes that used high school textbooks on the subject of chemical equilibrium and classes that used chemical equilibrium teaching materials based on spiritual values, namely sig (2-tailed) < 0.05 or 0.007 < 0.05. Furthermore, there is also the influence of chemical equilibrium teaching materials based on spiritual values on students' spiritual attitudes by looking at the difference between before and after being given treatment, where the sig value (2-tailed) > 0.05 or 0.000 < 0.05 means that the chemical equilibrium teaching materials are based on Spiritual values that have been validated by expert validators can develop students' spiritual attitudes. Apart from that, there is also a relationship between students' spiritual attitudes and the learning outcomes of students who are taught using chemical equilibrium teaching materials based on spiritual values in the guided inquiry learning model where the sig value (2-tailed) < 0.05 or 0.024 < 0.05.

Student's Belief Of Reading Material Used In Vocational High School Textbook

Reading text is one of the learning materials in English subjects providing information that supports the achievement of learning goals. This study aims to find out students’ beliefs about reading material in a vocational high school textbook. the participants were gained randomly from the fourteen students of a vocational high school in Lampung province. To collect the students’ beliefs, the researcher used a questionnaire adopted from Horwitz (1989) . The results of the questionnaire show that the highest score of student’s belief was “Language Learning and Motivation” (96%), followed by “Language Learning and Communication Strategy” (85%), “Belief of Language Aptitude” (73%), “Belief of Nature Language Learning” (70%), and “Difficulty of Language Learning” (69%).

Argument Patterns in Redox Reaction and Electrochemistry Topics in a High School Textbook

Presenting teaching material in an argumentative manner makes it easier for students to understand it. This study aimed to describe and explain Toulmin’s argument patterns, their percentages, the quality of arguments, and incorrect arguments in the redox reactions and electrochemistry topic in one high school chemistry textbook. The research method was document analysis. Validity was tested by triangulation among three researchers. The results showed that the patterns of Toulmin’s arguments of two, three, and four elements were 51%, 34%, and 6%, respectively. The two-element argument patterns consisted of CG and GC. The three-element argument patterns comprised CGW, GWC, CWG, WCG, and GCW. The four-element argument patterns comprised GCWB, CGWB, GWCB, and CGWR. The quality of the arguments according to the parameters of the Toulmin Argumentation Protocols (TAP) varied from medium to high. In contrast, the quality based on the Quality of Argument Structure Rubric (QASR) parameters varied from fair to excellent. There were five claims, eight grounds, and two warrants that were not precise or incomplete. Most of the arguments were well written, but there were many shortcomings in providing explanations. This topic needs to be supplemented with more elements of arguments. Keywords: argument patterns, redox reactions, electrochemistry, textbook

Using social network analysis to investigate mathematical connections in U.S. and Chinese textbook problems

Textbooks, as potentially implemented curricula, play an important role in supporting classroom teaching and learning. Mathematical connections, one of the essential and hot topics advocated in mathematics education, have been emphasized in national curriculum reforms in various countries. However, little is known about the connection networks represented in school textbooks; even less has been done to compare textbooks from different countries. In this study, we propose an innovative method for examining how connections are represented in two popular U.S. (the UCSMP series) and Chinese (the PEP-A series) high school textbook problems involving quadratic relations. By using social network analysis, we identified 1129 connections, characterized connection networks into dense, moderate, and sparse digraphs, identified influential, prominent, and dual concepts and representations, and evaluated the strength between typical and reverse connections. The results revealed that the Chinese series presented a denser network of balanced between-concept connections but limited within-concept connections. The U.S. series exhibited more within-concept connections but emphasized typical connections, thus validating the potential of this innovative method. From this study, we suggest that our novel method provides a theoretical contribution to textbook analysis and connection analysis, which has rich implications for practice, for example, examining the network of connections students construct as a way to assess and to promote their conceptual understanding, and our approach opens the possibility of adopting new and efficient analytical tools from social network analysis in mathematics education research.

A review of the Greenhouse Effect and Climate Change in High School Textbooks

The recent reintroduction in the Italian high school curricula of civic education, especially concerning sustainable development, opened the field to the design, implementation, and evaluation of teaching-learning sequences, focusing on the greenhouse effect and climate change, in high schools. These themes have gained weight in the student curriculum and, consequently, more space is being devoted to them in high school textbooks. In this work, we report on a critical analysis we performed, concerning the actual presence of improvements in the treatments dedicated to these topics in current textbooks. Furthermore, starting from the results of previous studies, we will compare our findings with those present in the literature, highlighting any improvements found.

현대음악으로서의 실용 및 대중음악 분석

Objectives The need for an accurate understanding of the concepts of contemporary music, practical music, and popular music, and the recognition of the necessity for changes in music education based on individual music tastes and preferences, are affirmed. This aims to advocate for a reassessment of music textbooks, particularly in elementary music education, through a quantitative evaluation of practical and popular music content. Furthermore, the proposal emphasizes the necessity for changes in music textbooks through individual assessments of multi-frequent songs.
 Methods Analyze the popular music area included in elementary school music textbooks. We analyzed the songs included in 32 textbooks from 8 different publishers, established the multi-frequent songs, and looked into the characteristics and contents of each song. The need for changes to the songs included in textbooks is confirmed through individual evaluation of the distribution of songs included in music textbooks and the multi-frequent songs.
 Results First, animation music accounts for 26.4% and movie music 25.8%, which accounts for more than 50%. Second, there are 121 foreign songs and 61 domestic songs, with POP (13.2%) followed by K-POP (9.9%), and there are many POP in the singing field. Third, there are differences between textbooks, Fourth, the content related to the music industry is insufficient, and it is included in 5 textbooks (out of 32), and Fifth, there are problems with the content and release period of multi-frequent songs. Lastly, since multi-frequent songs are repeatedly included in middle and high school textbooks, a feasibility study on this aspect is also necessary.
 Conclusions There is a need to realistically reflect the songs included in textbooks, and for this, it is necessary to reexamine the songs included in textbooks. There is a need for a change in perception of popular music education due to scientific development, and a practical approach to the methods and content needed for future popular music education is needed.