Life Science Textbooks Research Articles

Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks.

BackgroundUsing knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper’s primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms?ResultsOur existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important.ConclusionsWith some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps heavily with those already being used for biomedical ontologies, this work suggests a natural pathway to include such representations as part of the life sciences curriculum at different grade levels.

Transition of “Conservation of Living Things” Based on Junior High School Life Science Text Books from 1949 to 2006 in Japan

Transition of “Conservation of Living Things” Based on Junior High School Life Science Text Books from 1949 to 2006 in Japan

Books for free? How can this be?— A PubMed resource you may be overlooking

The NCBI (National Center for Biotechnology Information) at the National Institutes of Health collects a wide range of molecular biological data, and develops tools and databases to analyse and disseminate this information. Many life scientists are familiar with the website maintained by the NCBI (http://www.ncbi.nlm.nih.gov), because they use it to search GenBank for homologues of their genes of interest or to search the PubMed database for scientific literature of interest. There is also a database called the Bookshelf that includes searchable popular life science textbooks, medical and research reference books and NCBI reference materials. The Bookshelf can be useful for researchers and educators to find basic biological information. This article includes a representative list of the resources currently available on the Bookshelf, as well as instructions on how to access the information in these resources.

Do middle school life science textbooks provide a balance of scientific literacy themes?

AbstractFour themes of scientific literacy have been synthesized to analyze science textbooks for this purpose: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) the interaction among science, technology, and society (STS). The intercoder agreement between two researchers who coded the units of analysis for the four themes was high. The life science textbooks examined in this study seem to stress two aspects of scientific literacy—science as a body of knowledge and science as a way of investigating. These textbooks devote practically no text to science as a way of thinking. Very little text is devoted to the interaction of science, technology, and society. There was at least one chapter in each textbook that addressed the nature of science and its relationship to life science. Most of the analyzed textbooks present the stereotypical steps of the scientific method and do not provide a balance of scientific literacy themes.

Factors in life science textbooks that may deter girls' interest in science

AbstractIn order to examine factors that may deter girls' interest in science, five seventh‐grade life science textbooks were analyzed for sexism in language, images, and curricular content, and for features of activities that have been found to be useful for motivating girls. Although overt sexism was not apparent, subtle forms of sexism in the selection of language, images, and curricular content were found. Activities had some features useful to girls, but other features were seldom included. Teachers may wish to use differences that were found among texts as one basis for text selection.

A procedure for determining the level of abstraction of science reading material

AbstractThe objectives of this study were to develop a method for scoring the level of abstraction (LOA) of science reading material and explore its relationship with other methods for assessing curriculum materials. LOA is defined as the ratio of the nonconcrete concepts to the total number of concepts in a written passage expressed as a percent. Using passages taken from life, earth, and physical science textbooks written at three different levels, data were collected to obtain preliminary agreement from science educators in the classification of concepts, determine interscorer reliability, and compare student and passage variables. Participants consisted of 24 science educators, 60 science teachers from elementary, middle, and high schools, and 425 urban students in Grades 5, 7, and 10. Instruments used were (a) the procedure to determine level of abstraction developed in this study, (b) the cloze procedure, and (c) “Reading Level: Programs for Teachers.” No significant correlations were found between (a) passage LOA and passage readability level, (b) student cloze scores and passage LOA, (c) passage LOA and teacher prediction of student success, and (d) student cloze scores and passage readability level. However, the lack of significant correlations between LOA and cloze scores combined with the fact that the LOA is based upon deep structure rather than surface structure of written material indicate the possible uniqueness of the LOA and highlight the importance of further investigation of the LOA in its relationship to student comprehension of written material.