Middle School Science Textbooks Research Articles

Futures Thinking in Middle School Science Textbooks

This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.

Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues

Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

Purpose: This study was carried out to examine and compare the visual representations used in the biology units in 7th and 8th-grade middle school science textbooks with various criteria.
 Design/Methodology/Approach: A document review model from qualitative data analysis was used for this research. The content and descriptive analysis techniques were used in the analysis of the textbooks. The code list used in this study consisted of five main categories, which were type of visual representation, surface feature of visual representations, captions of visual representation, the relation of visual representation with text, and function of visual representation.
 Findings: As a result, visuals were used in different varieties and proportions according to the examined categories in both textbooks. The most common type of use was picture, followed by diagram. The examined rates of other subcategories of the categories were displayed in separate tables, as they showed differences at each grade level of the biology units. Highlights: When the findings were examined, it was found that the designs of the visuals in both textbooks and their relationships with the text were not sufficient to comprehend the biology subjects. For this reason, the biology content in these textbooks should be designed by taking into account the students' cognitive learning system, readability, and meaningful learning.

The Extent of Incorporating Health Education Requirements in Middle School Science Textbooks

To ensure health sustainability for the next generation, an emphasis should be placed on health prevention and health education. Therefore, it is crucial to educate kids on how to keep themselves healthy in order to promote long-term progress. This study aimed to identify the extent of the inclusion of health education requirements in the content of science textbooks for the intermediate stage of schooling. To fulfill the goal of this study, a validated content-analysis card consisting of twenty-seven indicators categorized into seven requirement themes was used in the analysis of middle-school-level science textbook editions that were taught in the academic year 2022. The results revealed that all health education requirements were inadequately included in the science textbooks, in which the inclusion rate ranged between 5.0% and 1.3%, and the percentage of included health-related themes in the middle school science textbooks, in general, was 2.8%. These findings indicate the necessity for reforming science textbooks for middle school levels so that they include sufficient basic health education requirements to enable students to protect themselves from prevailing diseases across the globe.

Investigation of Environment Topics Activities in Middle School Science Textbooks in Terms of Inquiry-Based Learning

Ders kitaplarında yer alan etkinliklerin sorgulamaya dayalı öğretime uygun olmasının, öğrencileri daha etkin hale getirebileceği ve fen bilimleri dersinin amacına daha uygun olacağı düşünülmektedir. Bu araştırmanın amacı da ortaokul fen bilimleri ders kitabındaki çevre konularına ait etkinliklerin sorgulamaya dayalı öğrenme için uygunluğunu incelemektir. Araştırma modeli olarak nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmanın verilerini 2019-2020 eğitim öğretim yılında MEB fen bilimleri 5, 6, 7 ve 8. sınıf ders kitaplarındaki çevre bilimi kazanımlarına göre belirlenen etkinlikler oluşturmaktadır. Veri toplama aracı olarak Araştırma Sorgulamaya Dayalı Etkinlik Ölçeği (ASDEÖ) kullanılmıştır. Analizler üç ana başlık olan “sorgulamayı başlatma”, “araştırmaya odaklanma” ve “anlamayı paylaşma” altında gerçekleştirilmiştir. Araştırma sonuçlarına göre etkinliklerin “sorgulamaya başlatma” bölümlerinin araştırma sorgulamaya dayalı öğrenme için yeterli olmadığı belirlenmiştir. Fen ve mühendislik uygulamaları etkinliklerinin ASDEÖ de yer alan bölümler açısından ortalamanın üzerinde puan aldıkları ve ideal etkinlik niteliği taşıdıkları gözlenmiştir.

The Level of Reading Comprehension Skills ‎Included in Readiness to Read Activities in ‎Science Textbooks of Middle Schools

The study aimed to investigate the level of reading ‎comprehension skills included in Readiness to Read activities in ‎science textbooks for middle school, 1442H edition, using a ‎descriptive approach based on content analysis design. An ‎assessment tool was prepared, including 14 skills distributed ‎among three levels of reading comprehension skills: direct, ‎inference, and critical comprehension. Validity and reliability ‎were established‏.‏‎ Results showed reading comprehension skills ‎were included in all 36 Readiness to Read activities (68.7%). ‎The direct level of reading comprehension skills has the highest ‎inclusion rate (83.9%), then the inference level (67.4%), and ‎finally the critical level (54.4%). Results indicated no statistical ‎difference in inclusion according to grade. Based on the results, ‎a recommendation was made to reconsider the mechanism of ‎including reading comprehension skills in Readiness to Read ‎activities through diversity in the design of activities. A ‎readability study of readiness-to-read activities in middle school ‎science textbooks was proposed.‎ ‎(Keywords: Reading Comprehension Skills, Direct ‎Comprehension Level, Inference Comprehension Level, Critical ‎Comprehension Level, Inclusion Level, Readiness to Read ‎Activities, Science Textbooks, Middle Schools)‎

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.

Investigation of STEM Activities Competence in Middle School Science Textbooks

21.yüzyıl gereklilikleri doğrultusunda yeniden yapılandırılan Fen Bilimleri Öğretim Programı’nda öğrencilerin problemlere disiplinler arası bakış açısıyla bakması hedeflenmiştir. Ders kitaplarındaki etkinliklerin bu doğrultuda hazırlanmış olması önem taşıdığından çalışmada ders kitaplarındaki STEM etkinliklerinin ünite, kazanım, öğrenme ortamı, etkinlik içeriği, STEM konu alanı ve STEM alanlarında gelişim bakımından incelenmesi amaçlanmıştır. Çalışmada durum çalışması deseni kullanılmıştır. Araştırmada doküman inceleme amacıyla “STEM Etkinlikleri Değerlendirme Rubriği” kullanılmıştır. Bununla birlikte ortaokulda fen bilimleri STEM etkinliklerini yüz yüze ve çevrimiçi uygulayan 10 öğretmenin görüşleri alınmıştır. Ders kitaplarında yer alan STEM etkinliklerinin en az bir kazanım ile ilişkili olduğu, etkinliklerin yapısal olarak bir ortaklık taşımadığı görülmüştür. Çoğu etkinliğin bir problem durumuna sahip olmadığı, alternatif çözümler sunmadığı, en az bir STEM disiplinin eksik olduğu, ürün odaklı ve değerlendirme bakımından yetersiz olduğu belirlenmiştir. Bu doğrultuda ders kitaplarındaki STEM etkinliklerinin ortak bir yapıda, alan yazında yer alan STEM etkinliklerine ait özellikleri barındıracak ve alternatif ölçme araçlarını içerecek biçimde yeniden düzenlenmesi önerilmiştir.

Examination of mathematical concepts in middle school science textbooks according to the mathematics curriculum

Bu çalışmada, fen bilimleri ders kitaplarında bulunan matematik kavramlarını belirleyerek, ilgili fen bilimleri dersi konu öğretimi öncesinde bu kavramların matematik dersinde yer alma durumlarını ortaya çıkarmak amaçlanmıştır. Bu amaç doğrultusunda, 2018 yılında yayınlanan Fen Bilimleri Dersi Öğretim Programı’na göre hazırlanmış, ortaokulun her düzeyinden birer ders kitabı, Matematik Dersi Öğretim Programı dikkate alınarak doküman incelemesi yöntemiyle incelenmiştir. İçerik analizinin kullanıldığı çalışmada, farklı öğrenme alanları ve sınıf düzeylerine ait matematik kavramlarının, fen bilimleri dersi üniteleri ve sınıflar bazındaki dağılımı araştırılmıştır. Bulgular, bazı matematik kavramlarının Matematik Dersi Öğretim Programı’nda ilişkili fen bilimleri konularının öğretiminden sonra yer aldığını göstermiştir. Fen bilimleri ders kitaplarında yer alan üniteler ve ortaokul matematik dersi öğrenme alanlarına ait incelemeler yapıldığında, matematik kavramlarının fen ünitelerinin her birinde bulunduğu ve bu kavramların olasılık dışındaki tüm matematik öğrenme alanları ile ilişkili olduğu belirlenmiştir. Cebir öğrenme alanına ait matematik kavramlarının çoğunun Matematik Dersi Öğretim Programı’nda daha ileriki sınıflarda yer aldığı tespit edilmiştir. Çoğunlukla ilkokul ve ortaokul düzeyi ve az da olsa lise düzeyi matematik kavramlarına ulaşılan çalışmada, en fazla uyumsuzluğun 5. ve 6. sınıflarda yer aldığı, zamanlama uyumsuzluğu açısından en sık karşılaşılan kavramın ise çizgi grafik olduğu tespit edilmiştir. Öğretim programlarının geliştirilmesinde fen bilimleri/matematik dersleri arasındaki uyum çalışmalarının sağlanması, fen konularının anlaşılmasına önemli katkılar sunacaktır.

Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks

Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks

Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks

Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks

Comparison of Questions Used in Science Textbooks of Nepal and Korea: Focused on the Chemistry Unit

Questioning is the key component to create curiosity, motivation, and critical thinking in the students. This study aimed at analysing and comparing the questioning strategies in the chemistry units of middle and high school science textbooks of Nepal and Korea. The TQSAI was used as the instrument for analysing the questions in middle and high school textbooks. The questions were classified as the experiential type or the non-experiential type. In general, the Nepalese textbooks consist of a higher proportion of non-experiential questions whereas Korean textbooks consist of a higher proportion of experiential questions. In the case of the middle school, the textbooks of Nepal consist of the highest proportion of direct information type of non-experiential questions, while Korean middle school textbooks consist mostly of direct information, focus, and open-ended type of non-experiential questions. For the experiential questions, Nepalese middle school textbooks consist of the highest percentage of observing questions, while Korean textbooks consist of the highest percentage of experimenting questions. In the case of the high school and for the non-experimental questions, the textbooks of Nepal consist of a higher percentage of direct information questions, whereas Korean textbooks consist of a higher percentage of focus and open-ended questions. For the experiential questions, it was found that the high school textbooks of both Nepal and Korea consist of the highest percentage of experimenting questions. Both Nepalese and Korean middle school and high school textbooks give less priority on the rhetoric questions. Moreover, Nepalese textbooks do not have the valuing questions. This study helps the policy maker, the curriculum designer, and the textbook writer to plan the type of questions that need to be included in the science textbook with the view of generating the various type of skills among the students.

Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning

According to the Next Generation Science Standards, science instructional materials can be efficient as long as they integrate three dimensions: science and engineering practices, crosscutting concepts and disciplinary core ideas. However, research investigating the integration of these three dimensions in the content of school science textbooks is particularly limited. The present study aims to propose a framework of analysis and investigate the integration of these three dimensions, in the content of Greek middle-school science textbooks about forces and motion. A total of 61 reports and activities included in these textbooks were analyzed. A framework of analysis called Three-Dimensional Learning Analysis Inventory (3DLAI), which assesses the integration of the three dimensions in the content of school textbooks, was developed. Data analysis showed that only some science and engineering practices, crosscutting concepts and disciplinary core ideas are integrated to a limited extent in the reports and activities of Greek middle-school science textbooks, while their coexistence in them is limited as well.

Determination of the Readability Levels of the Texts Related to Biology Topics in the Science Textbook-6

The aim of this study is to examine the readability levels of the texts on the biology units in the science textbook prepared for the sixth grade. This study, which is based on a qualitative approach, was carried out with the method of document analysis. The textbook examined in the study is Middle School and Imam Hatip Middle School Science Textbook 6, which has been used since the 2018-2019 academic year. Regarding biology topics, the textbook includes in two units (Unit-1: Our Body Systems, Unit 2: Our Body Systems and Health). In the study, the learning outcomes of the units were taken as a basis in the selection of the texts to be analyzed in the textbook. In the study, a total of 22 texts were randomly selected by taking into account the learning outcomes in the curriculum. In addition, it has been paid attention that each text contains at least 100 words. Ateşman readability formula was used to determine the readability levels of the selected texts. According to the findings obtained as a result of the analysis, it was determined that the readability level of the texts for unit-2 was medium, while the readability level of the texts for unit-6 was found to be difficult. In the light of the findings, suggestions were made that the textbooks should be prepared in accordance with the student level in terms of readability and that texts consisting of simpler and shorter sentences should be used more.

Middle School Students’ Perceptions of Scientists and Views About to Become a Scientist

It is important to explore children’s perceptions related to scientists for preventing their lack of interest in science and avoidance of science careers. This study aims to reveal middle school students' images of scientists, with an analysis of how those images may be influenced by middle school science textbooks currently use in Turkey. It was also examined students’ opinions related to becoming a scientist. The study is based on a qualitative research methodology. The sample consists of 98 students from a middle school (5th, 6th, 7th, and 8th grade). The data was gathered by four science textbooks, the Draw a Scientist Test (DAST) and an open-ended questionnaire. The findings showed that most of the middle school students think that scientists as men, happy, wearing a lab coat and glasses, working individually in indoor places. Albert Einstein and Isaac Newton were drawn as the most famous scientists. The images of scientists in the science textbooks were mostly men. On the other side, more than half of the students were not sure or not eager to be scientists for their future careers because of negative thoughts on scientific studies and not matching their own characters and the characters that scientists should have.

Exploratory content analysis: Whiteness in Korean middle school science textbooks

ABSTRACT Science textbooks, as one of the main tools for school science education, contain knowledge and practices valued by Western epistemological culture. As those who (will) live in a world expanding from the westernized to the multicultural, students, regardless of their cultural/ethnic backgrounds, should be supported to critically understand and use science. This study, using Whiteness as a conceptual tool, examine whether and how textbooks present science in ways to support Korean students’ critical and cultural understanding of science discipline. Drawing on an exploratory content analysis of four kinds of Korean middle-school science textbooks, I identified and discussed three features of the textbooks’ presentation of science: 1) scientific phenomena relevant to Korean students’ lives; 2) English prevalence in scientific conceptualization; and 3) epistemic Whiteness. Collectively considering these features, I inferred Whiteness assumption underlying the textbook discourse. Implications were offered for classroom-science teaching and teacher education in South Korea.

Analysis of Inquiry-based Activities in the Various Forces Unit of Middle School Science Textbooks

Analysis of Inquiry-based Activities in the Various Forces Unit of Middle School Science Textbooks

Analysis of the Representations in Turkish Middle School Science Textbooks from 2002 to 2017

Textbooks are one of the primary sources for students to obtain knowledge, so they should present accurate knowledge through textual and visual representations. The goal of the current study is to examine the representations in middle school science textbooks based on the diagram coding scheme to find out a general picture of how representations used in the science textbooks over the fifteen years. The sample consists of 6247 representations from twelve middle school science textbooks (four each of sixth, seventh, and eighth grades) from 2002 to 2017. Content analysis was used to analyze the representations in textbooks, which were gathered by document analysis. The representations were evaluated concerning the combination of two main diagram coding schemes. Findings showed that iconic representations are prevalent in middle school science textbooks. There are limited charts, graphs and augmented reality representations in the science textbooks. Furthermore, there are more male representations than female ones, representations are mostly indexed in the main texts, and captions are mainly problematic in middle school science textbooks. The findings based on the two diagrams coding scheme are mainly coherent with each other. Science textbooks should encourage students to interpret and translate between different representations to enable them accurate knowledge.

Distribution of Polysemes and Homonyms in Scientific Terms that Cause Difficulties in Science Learning in the Korean Language

Science is not only a field for scientists to attain proficiency but also constitutes a field about which the general public should possess some basic knowledge. In this study, we analysed scientific terms with multiple meanings as one of the main factors that causes difficulties in students' science learning. We also inquired as to how many of these terms are included in the total scientific terms and the extent to which they are used in school education in South Korea. We collected those scientific terms in the field of Korean science, made a list of them and extracted polysemes and homonyms from the Standard Korean Language Dictionary. In addition, we extracted scientific terms used in middle and high school science textbooks and examined the ratio of polysemes and homonyms. The study found approximately 10,000 polysemes and 10,000 homonyms from over 380,000 types of scientific terms in Korea, and out of a total of 2,504 scientific terms extracted from secondary school science textbooks, about 900 (40%) were polysemes or homonyms.

Pre-service Science Teachers' Understanding and Expression Ability on the Illustration of Science Textbooks

이 연구에서는 과학 교과서의 삽화에 대한 예비 과학 교사들의 이해와 표현 능력을 조사하기 위하여 중학교 과학 교과서 중 온도와 압력에 따른 용해도 삽화의 적절성을 판단하도록 하였고, 질량보존법칙과 관련된 성취기준을 삽화로 표현하도록 하였다. 연구 대상의 대부분 예비 과학 교사들이 교육과정의 의미대로 삽화를 이해하고 있으나 교육과정의 의미를 잘못 이해하여 삽화를 오해하거나, 삽화가 개념 설명의 보조 도구로 활용되는 역할을 잘못 이해하거나, 삽화가 비유로 이용되고 있음을 이해하지 못하는 예비 과학 교사도 있었다. 그리고 예비 과학 교사 중에는 교육과정에서 전달하려는 핵심 개념을 놓치고 지엽적인 내용 위주로 삽화를 표현하기도 하였다. 중학교 과학의 물질 영역에서는 미시적 현상을 다루는 개념이 많기 때문에 삽화와 같은 시각적 자료는 개념 이해를 위해 효과적인 도구로 이용할 수 있다. 또한 삽화의 활용이나 표현 능력은 교육과정을 정확히 해석하는 능력에 의존하기 때문에 예비 과학 교사 양성과정에서 교육과정 전문성 향상을 위한 노력이 필요할 것이다.In this study, pre-service science teachers perception of illustration in science textbooks and ability to express illustration was investigated. For this, pre-service science teachers were required to determine whether the illustration of solubility under the temperature and pressure presented in the middle school science textbook was appropriate, and asked to express illustrations with the achievement criteria related to the mass conservation law. Although most pre-service science teachers in the study understood illustration as curriculum means, some misunderstood illustrations by misunderstanding the meaning of the curriculum, misunderstood the role that illustrations serve as aid in conceptual explanation, or did not understand that illustrations were used metaphors. and some pre-service science teachers missed the core concept of the curriculum and expressed illustrations based on local content. Since there are many concepts in the material domain of middle school science that deal with micro-phenomena, visual materials such as illustrations can be used as an effective tool for understanding concepts. And, since the use and expression of illustration depends on the ability to interpret the curriculum correctly, it is necessary to make efforts to improve the curriculum professionalism in the pre-service science teacher training process.