Integrated Science Textbooks Research Articles

Free and Suitable? Readability Analysis of Ghana’s Senior High School Core Science Textbooks

This descriptive study assessed the linguistic complexity of the three Ghana Senior High School Integrated Science textbooks, using readability index analyses. Simple random sampling was used to select five units from each textbook for testing. Criterion-based sampling was used to select, from each sampled unit, a block of texts of no less than 300 words for analyses. Readability score for each sampled text was generated by feeding the sample into the online readability calculator. Simple descriptive statistics were run in order to organize and summarize characteristics of the sampled text. Then, Analysis of Variance procedures, both parametric and non-parametric, were run to test the statistical significance of differences, if any, among the readability scores of the textbooks. The study established that while science textbooks for SHS 2 and 3 and were suitable for their intended audiences, the readability of Book 1 placed it at the level of university students, and therefore, too difficult for its intended audience. There were no statistically significant differences in the mean readability levels of the textbooks at 0.05 alpha level, suggesting that there is no progression in reading and comprehension difficulty among the three textbooks. A recommendation is made for further evaluation of all the textbooks and particularly of Book 1 for possible revision, which may help students to achieve the intended meaningful learning.

The Need Analysis of Ethno-Integrated Science Book Based on Pacu Jalur in Kuantan Singingi

Currently science learning has several problems including the lack of contextual material discussed, thus making science learning considered less interesting, monotonous, and difficult. This study aims to analyze the need for science learning contents used in schools to solve those problem. The research method used is a qualitative type of survey research. Data collection techniques were carried out through interviews with science teachers, student questionnaires, scientific literacy tests, and observations. The number of samples was 3 teachers and 47 students through cluster random sampling. The instruments used in this study included interview guidelines, questionnaires, learning observation sheets, and scientific literacy tests. Data analysis in this study used descriptive qualitative. Based on this needs analysis, the results obtained recommend the development of integrated science textbooks containing cultural content on the Pacu Jalur Kuantan Singingi, to be able to increase scientific literacy and cultural concern of students

Readability Analyses of Integrated Science Textbooks for Junior High Schools in Ghana

This study investigated the readability levels of some integrated science textbooks approved for use in junior high schools (JHS) in Ghana. To assess the readability levels of the approved integrated science textbooks in order to ascertain their difficulty or ease, the researchers used the Flesch Readability Ease and Flesch-Kincaid Readability Formulas Cloze Test to determine the comprehension levels for a sample of students. A sample of 135 pupils, drawn from rural, peri-urban and urban JHS years 1 through 3 in the Ashanti region participated in the study. The outcome of the assessments revealed that the selected textbooks had a problematic level of comprehension for many of their intended readership except those who had additional resources for assistance. The study also revealed that these approved books employed long sentences and multi-syllabic words to deliver lessons and instructions, making them difficult for JHS pupils to understand.

Disciplinary emphasis and coherence of integrated science textbooks: a case study from mainland China

ABSTRACT Integrated science is a ubiquitous school subject that is found in primary and middle-school levels around the world. Being a hybrid subject comprising several science disciplines, it poses many challenges to teachers as they are obliged to teach beyond their disciplinary comfort zones. In addition, this subject is prone to a lack of coherence, which helps people see how a small number of key ideas in a discipline can build upon each other to deepen understanding. Using integrated science textbooks from mainland China since 1990 as a case study, their (i) disciplinary emphasis (i.e. which topics & disciplines were emphasised) and, (ii) coherence of topics were therefore examined. The results showed that physical science topics were heavily and consistently emphasised in these textbooks, which likewise corresponded with the high number of buttress topics found in this discipline. Life science topics were the next most emphasised followed by earth science ones, a trend present since the 1990s in this country. We conclude with implications for improving science teacher training/professional development as well as student scientific literacy from this study of disciplinary emphasis and coherence in integrated science textbooks.

An Analysis of the STS education contents included in Integrated Science Textbooks

An Analysis of the STS education contents included in Integrated Science Textbooks

Coherence of Topics from Middle-School Integrated Science Textbooks from Taiwan and Korea

Coherence of Topics from Middle-School Integrated Science Textbooks from Taiwan and Korea

Development of integrated science textbooks on local potential food Bakpia for junior high school

This study aimed to (1) determine the feasibility of developed science textbooks by expert validators; (2) knowing the results of the readability test by junior high school teachers and student. This research was a development study used a 4D modification model which consist of define, design, develop, and disseminate. However, this development was carried out until the develop stage. The product was validated by a material expert and media expert validator. The readability test was conducted by three science teachers and fifteen junior high school students. Data were collected using a validation and readability test questionnaire. Technical analysis of data used quantitative descriptive percentage analysis. The results showed that the feasibility of the material was 81.26% with very good criteria, the percentage of the student’s media feasibility was 89.06% with very good criteria the percentage of the teacher’s media feasibility was 91.67% with very good criteria. The percentage of readability test results by the science teacher was 96.35% with very good criteria, and the percentage of readability tests by junior high school students was 85.67% with very good criteria. As a whole the science textbook integrated the local potential of bakpia can be used in the science learning process.

Analisis Konten Buku Teks IPA Terpadu Kelas VIII Semester 1 Ditinjau Dari Aspek Literasi Saintifik

Science learning has an important role for students to understand natural phenomena with scientific methods. Science learning is taught in an integrated manner and contains literacy in it. Skills in literacy are needed to help students understand learning resources. One type of literacy is scientific literacy. Scientific literacy is the ability to understand or get involved with science issues and ideas around the environment. Scientific literacy consists of four aspects, namely 1) the scientific context, 2) the scientific process, 3) the scientific concept and 4) the scientific attitude. This research is a descriptive research that contains a description of the object under research. The object of this research is the integrated science textbook for grade VIII in junior high school. The instrument used in the form of a questionnaire assessment of integrated science textbooks related to scientific literacy aspects. The results showed that, among the five textbooks researched, the best book reviewed in terms of the scientific context and the scientific process was book D with grades of 78.6 and 78.1, respectively. In terms of scientific concepts, the best integrated science textbooks are books A and D with a value of 82.1. Meanwhile, the integrated science textbook that is good to use is seen from the aspect of scientific attitude is book E with a value of 75. After processing the data, it is found that the best book used to improve students' scientific literacy ability is book D with a value of 77.4.

Analysis of learning media in developing science textbooks with theme energy in life using integrated model for integrated 21st century learning

Science textbooks should contain learning and assessment that is relevant to the learning characteristics of the 21st century that aims to develop talents, interests, and potential learners to character, competent and literate. Pilot study was conducted to determine the basic needs in designing and developing the Integrated Science textbooks, The purpose of this study was to analyze the instructional media in the development of Integrated Science textbook Integrated mode with the energy theme in the lives of 21st century learning integrates research was conducted by a descriptive study with a qualitative approach. Samples were taken from the students of Junior High School 1 Sijunjung. The data used are primary data collected through questionnaires and interviews. The result of this research is the book used the school still does not meet the educational character of the 21st century (4C) where textbooks being used has not seen critical thinking skills and problem-solving that helps improve students’ thinking skills, the ability to create update based on prior knowledge of the students still low, and could not help express ideas - creative ideas of students are conceptually and practically. Conclusions needed media that can help relate the competencies and context should stimulate learners to have a Low Other Thinking Skills (LOTS) to the Higher Order Thinking Skills (HOTS). Design of Integrated Science textbook required a textbook that integrates 21st-century learning can help students to think a Higher Order Thinking Skills (HOTS).

Head teachers and students opinions about classroom factors that affect performance of students in integrated science at the Junior High Schools in Kumasi Metropolis

The purpose of the study is to find out the opinions of head teachers and students on classroom factors that affect performance of students in integrated science at the Junior High Schools in Kumasi Metropolis. The study used a descriptive survey. The sampling procedure employed for the study was both random and purposive sampling. A sample of two hundred and twenty (220) subjects participated in the study. The instruments that were used in the study were questionnaire and interview schedule. It was found out that most of the students in the public schools have greater access to integrated science text books as against their private school counterparts. Supervision is regularly carried out in the private schools by the head teachers but not much can be seen at the public schools and this has the tendency of improving teaching and learning of science at the private school. It was recommended that effective supervision must be performed regularly by heads of schools during integrated science lessons.

Analysis of Science Key Competencies in Inquiry Activity of Integrated Science Textbooks for High School Students

Analysis of Science Key Competencies in Inquiry Activity of Integrated Science Textbooks for High School Students

Analysis of Inquiry Activity Types in the Integrated Science Textbooks for High School Students

Analysis of Inquiry Activity Types in the Integrated Science Textbooks for High School Students

ANALISIS KEBUTUHAN PENGEMBANGAN BAHAN AJAR IPA TERPADU BERMUATAN LITERASI ERA DIGITAL UNTUK PEMBELAJARAN SISWA SMP KELAS VIII

Science learning should be able to develop the ability to think, to work, to use tools, and to live in the world for students. Integrated Science learning and integration of digital age literacy give good opportunities for students to develop fourth of these skills. But the reality shows that the implementa-tion of integrated science learning and integration of literacy in learning can’t be implemented well. An alternative solution of this problem is to develop integrated science learning by integrating digital age literacy. Before developing this integrated science materials it is necessary to conduct preliminary research as a basis for designing this learning materials. The purpose of this preliminary research is to describe the integration of knowledge basic competencies of science subjects, the implementation of integrated science learning, the learning materials available for science learning, and the integrating literacy of students. The type of research was descriptive research method. As object of the research consist of science teachers, syllabus and science learning materials, and students of grade VIII in ju-nior high school. Instruments to collect data consist of interview guide sheet, science syllabus and learning materials document, and digital age literacy test sheet. Research data was analyzed with de-scriptive statistic. Base on data analysis can be stated that results of this research are: 1). integrated science learning on grade VIII junior high school students can’t be implemented well, 2). the value of integration of science learning materials and its application in knowledge basic competence can be classified into enough category, 3). generally science learning materials in integrated science text-books and science worksheet on grade VIII junior high school are still separated form, and 4). the average value of digital age literacy of students is classified into low category.

Representations of Nature of Science in Selected Histories of Science in the Integrated Science Textbooks in China

This study aimed to examine the representations of nature of science (NOS) in the eight histories of science selected from three series of integrated science textbooks used in junior high school in China. Ten aspects of NOS were adopted in the analytical framework. It was found that NOS had not been well treated in the selected histories of science in the three series of science textbooks. Specifically, it was found that the empirical and inferential aspects were treated better than other aspects, and discrepancies existed among the three series of science textbooks and among the eight histories of science in terms of dealing with the target NOS aspects. Implications for addressing NOS in historical materials in science textbooks were discussed in the final part of this paper.

An Assessment of Caribbean Integrated Science Textbooks’ Practical Tasks

In this study, the structure and skill level of the tasks in the practical activities prescribed in eight process‐oriented integrated science textbooks for Caribbean pupils of grades 7‐9 were analysed using the Laboratory Structure and Task Analysis Inventory. The results suggest that most of the tasks (which are to be done individually by pupils) are structured and deductive in approach with an emphasis on low level inquiry skills. Moreover, it seems doubtful that the activities could facilitate the development in pupils of the inquiry skills they will need in order to carry out open‐ended scientific investigations in the future. Some implications of the study for the acquisition of science process skills by the users of the texts and similar integrated science textbooks or projects are highlighted.

The ‘gender fairness’ of integrated science textbooks used in Jamaican high schools

Science textbooks used in the lower forms of secondary schools in Jamaica were analyzed in order to determine their ‘gender fairness’. The results showed that some change has occurred in the direction of ‘gender fairness’ between the late 1970s and late 1980s. Current editions of integrated science textbooks, however, show adult males in illustrations more frequently than adult females, name very few female scientists and exhibit other evidente of a ‘male bias’, and show an implicit support of gender sterotypes. It is suggested that this bias may contribute to maintaining a masculine image of science and thus tend to deter girls from pursuing scientific careers in Jamaica.