Middle School Science Textbooks Research Articles

Analysis of the Presentation for the Nature of Science in Life Science Chapters ofthe 2009 Revised Middle School Science Textbooks

Analysis of the Presentation for the Nature of Science in Life Science Chapters ofthe 2009 Revised Middle School Science Textbooks

Articulation Analysis of Using Science Terminology between Middle-school Science Textbooks and Mathematics Textbooks in the 2009 National Curriculum

Articulation Analysis of Using Science Terminology between Middle-school Science Textbooks and Mathematics Textbooks in the 2009 National Curriculum

An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

This study examines Saudi Arabian middle school science textbooks’ coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry ‘essential features’ rubric. The results indicated that the essential features are included in about 59 % of the analyzed science activities. However, feature 2, ‘making learner give priority to evidence in responding to questions’ and feature 3, ‘allowing learner to formulate explanations from evidence’ appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.

Analysis and Improvement for Method of Boiling Point Measurement described in Middle School Science Textbooks

Analysis and Improvement for Method of Boiling Point Measurement described in Middle School Science Textbooks

An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks

A critical component of science and math education is reasoning with data. Science textbooks are instructional tools that provide opportunities for learning science content (e.g. facts about force and motion) and process skills (e.g. data recording) that support and augment reasoning with data. In addition, the construction and design of textbooks influence the instructional strategies used in the classroom to teach science. An analysis of science textbooks provides a window to examine what students are being taught about data and how they are being taught. We had two objectives for the present study: (1) to examine opportunities for reasoning with data and (2) to examine to what extent these activities are aligned with instructional supports derived from evidence-based learning strategies. We conducted a descriptive study in which we examined how 20 Middle School science textbooks, across 731 activities, presented opportunities for reasoning with data. Our results demonstrate that although half of activities in textbooks included data, very few of these activities provide opportunities to learn how to record, analyze, and interpret data and the activities rarely provided instructional supports based on evidence-based learning strategies. Our analysis suggests that science textbooks provide limited support for reasoning with data.

Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks

Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade science textbooks adopted in the state of California. The linguistic variables investigated were: types of nominal groups; processes; circumstances; and the modality system. Our findings showed that these textbooks framed climate change as uncertain in the scientific community – both about whether it is occurring as well as about its human-causation. The implications for science education are discussed in relation to how the current political and public discourses of climate change, rather than the scientific discourse, is influencing how textbooks discuss this topic.

An Analysis of Middle School Science Textbooks in Terms of TIMSS Program Framework

The aim of this study was to analyze the questions included in the Turkish middle school science textbooks in terms of content domains, cognitive domains, and item types as stated in the TIMSS 2011 science framework. Towards to the aim, this study utilized content analysis method in which the science questions placed in the sixth, seventh, and eighth grade textbooks of were examined. The results of the study indicated that most of the textbook science questions assessed students “knowing” cognitive ability while only a few of them (about 3 percent) required from students to use high level cognitive skills (reasoning in our case). Moreover, physics content domain represented more than half of the textbook science items while earth sciences covered only a small percentage (about 10%) of the science items included in the middle school textbooks. In addition, most of the science questions were offered in the form of multiple-choice while a small proportion of them were open-ended questions.

A comparison of Korean and US middle school science textbooks - Focusing on text structure, vocabulary, analogy, and questions of inquiry in the unit of cell -

A comparison of Korean and US middle school science textbooks - Focusing on text structure, vocabulary, analogy, and questions of inquiry in the unit of cell -

Analysis of Nature Of Science on the history of science in Middle School Science Textbooks by the 2009 Science Curriculum

Analysis of Nature Of Science on the history of science in Middle School Science Textbooks by the 2009 Science Curriculum

STEAM Education Program Development for the Light Unit in the Middle-school Science Textbook by Using Masterpieces of Painting

STEAM Education Program Development for the Light Unit in the Middle-school Science Textbook by Using Masterpieces of Painting

Fen Bilgisi ve Fen Bilgisi Alan Dışı Öğretmenlerin Ortaokul Fen Bilgisi Ders Kitaplarında Yer Alan Astronomi Görselleri İle İlgili Görüşleri

In the present study, we have explored an aspect of teachers’ perceptions of astronomy diagrams. The research was done in Turkey. The data were gathered from 40 teachers from primary and secondary schools. Some of the participants (20 teachers) are science specialist teachers and the others (20 teachers) are non-science specialist teachers. The study is based on a qualitative approach. Firstly, astronomy diagrams from the middle school science textbooks were chosen by the researchers. Then the selected diagrams were shown to the teachers and they were asked what they see when they look at these selected astronomy diagrams. The data was treated by qualitative data analysis (open coding). It is indispensible fact that science specialist teachers and non-science specialist teachers have different knowledge about astronomy topics. However, while looking at the images, there are no much different responses (arrow, colour, text etc.) between these two groups of teachers. We conclude that it may be helpful to train teachers in the processes of constructing and reading diagrams.

Examination of visuals about the particulate nature of matter in Turkish middle school science textbooks

Textbooks are one of the primary teaching tools frequently used in schools and most teachers use them in their classrooms (Sanchez and Valcarcel, 1999). Since there are a lot of abstract concepts in science education, images in science textbooks play a vital role in the learning process (Kenanet al., 2011). Concretization of abstract concepts may ease students' understanding. For this reason, the aim of this study was to examine images about the particulate nature of matter (PNM) in Turkish middle school science textbooks. In other words, visuals were examined with respect to representational levels, relatedness to text, existence and properties of the captions. The rubric developed by Gkitziaet al.(2011) was used to evaluate the images from middle school science textbooks in selected units. A total of 825 images in Turkish middle school science textbooks were identified in related units. In addition, it was found that the most common representation type of images about the PNM in Turkish middle school science textbooks were macroscopic representations (36%). The relatedness of images to the text was also studied. It was concluded that just 4 out of 10 images were completely related and linked to the text. Lastly, it was found that more than half of the images about the PNM in Turkish middle school science textbooks had no caption.

Characteristics of Description of Data Interpretation in American Middle School Science Textbooks

Characteristics of Description of Data Interpretation in American Middle School Science Textbooks

2007 개정·2009 개정 중학교 과학 교과서 화학영역에 사용된 과학 글쓰기 문항의 비교 분석

In this study, we sampled science writing tasks and investigated their frequency of use shown in the chemistry domain from two sets of 18 middle school science textbooks developed under the 2007 Revised National Curriculum(RNC) and the 2009 RNC, respectively. In addition, we categorized the sampled science writing tasks depending on the cognitive process and type of writing and compared with the results obtained from analysis of global issues presented in the science writings. From the textbooks developed under the 2007 RNC, a total of 183 science writing tasks were identified in which 10.17 tasks per textbook and 1.32 tasks per 10 pages were used averagely. A total of 168 were identified from the textbooks for the 2009 RNC. Among them, 9.33 tasks per textbook and 1.23 tasks per 10 pages were used on average. Comparing with these results, the average frequency of use of the tasks per textbook and per ten pages were decreased, respectively. Moreover, the number of science writing tasks were found in each curriculum varied considerably depending on the units and the publishers, and that the writing tasks were mainly arranged in the finale, wrapping up stage. In the analysis of science writing tasks according to the cognitive process, the highest and lowest frequency of use were observed in the category of 'understand' and 'remember', respectively. According to the classification of science writing tasks based on the types of writing, the writings for the information delivery were most used and the highest frequency of use was observed in the category of 'understand' of the cognitive process belonging to 'information delivery'. As for the results of the analysis of global issues, the number of science writing tasks including global issues increased from 21(11.48%) in the 2007 RNC to 33(19.64%) in the 2009 RNC. Furthermore, science writing tasks associated with protection of environment showed the highest frequency of use in the both curriculums, and it was analyzed that the materials of global issues used in the 2009 RNC were much more diverse.

2009 개정 과학과 교육과정과 중학교 과학 교과서의 과학 용어 사용 연계성 분석

Received 26 August 2014Received in revised form30 October 2014Accepted 31 October 2014It is important to know science terminology when learning science. In terms of linguistic and psychological perspectives, the context of encountering a terminology for the first time is critical. If a student has not learned the terminology properly the first time, it might cause misconceptions or be a barrier in following learning. This study aims to identify how careful science terminology are used in science textbooks, and the relationship of using science terminology between science curriculum and middle school science textbooks in the 2009 National Curriculum. In addition, the educational need, the importance of science learning, proper time for teaching, & difficulty of the terminologies have been surveyed among teachers and students. As results of study show, only 25% of terminologies in science textbooks have appeared in the curriculum, and about 10% have been used in middle school science textbooks prior to science curriculum. The survey results suggested that many of those terminologies could cause problems in teaching and learning situation. The solution for them have been divided into the following: avoiding usage in textbook prior to curriculum, using earlier in textbooks, using earlier in curriculum, and reflecting curriculum precisely in the textbook. In general, the curriculum needs to state performing objectives concretely. And it is needed to examine science terminology advertently when writing textbooks.

2009 개정 교육과정에 의한 중학교 과학 교과서의 삽화에 제시된 성역할 고정관념에 대한 분석

2009 개정 교육과정에 의한 중학교 과학 교과서의 삽화에 제시된 성역할 고정관념에 대한 분석

Consistency among the Glossary for a Textbook, the Glossary of Physics Terminology and the Pyojun Korean Unabridged Dictionary on the Basis of the Words used in Middle-school science Textbooks

Consistency among the Glossary for a Textbook, the Glossary of Physics Terminology and the Pyojun Korean Unabridged Dictionary on the Basis of the Words used in Middle-school science Textbooks

2009 개정 교육과정에 따른 중학교 과학 교과서의 화학 영역과 고등학교 화학 교과서에 사용된 비유의 분석

In this study, we analyzed the analogies in the chemistry domain of 27 middle school science textbooks and 8 high school chemistry textbooks developed under the 2009 Revised National Curriculum. A total of 284 analogies (science, 143; chemistry, 141) were identified from the textbooks, which means that 8.11 analogies (science, 5.3; chemistry, 17.6) per textbook and 0.68 analogy (science, 0.66; chemistry, 0.70) per 10 pages were used on average. Compared with previous curricula that the number of analogies gradually increased, the use of analogy was found to be somewhat decreased in the 2009 Revised National Curriculum. The number of analogies found in each textbook considerably varied depending on course, unit, and publishing company. One hundred ninety one different kinds of analogies were used, among which 38(19.9%) were used over twice. Further analyses of the types of analogies indicated that verbal and pictorial analogy, analogy with abstract target and concrete analog, and enriched analogy were frequently used. However, the term 'analogy' and the description about the limitation of the analogy were rarely mentioned. Artificial analogy, teacher-centered analogy, and analogy with low systematicity were also found to be frequently used. Educational implications of these findings are discussed.

Analysis of students' word association about the science terminologies used in the 'Force and Motion' unit in middle school science textbook

Analysis of students' word association about the science terminologies used in the 'Force and Motion' unit in middle school science textbook

전기가 흐르는 물질로서 도체와 전해질에 대한 예비과학교사들의 개념변화 과정에 대한 연구

"CTUSBDUIn this research, we analysed definitions and examples of conductor and electrolysis concept in middleschool science textbooks. We also surveyed 9 senior pre-service teachers’ understanding of the concept definitionsand appropriate examples. From the analysis of the textbooks, we found that the possibility of misunderstanding oflearners is high because of the broad definition concept and narrow list of examples. After confirming the differencesamong pre-service teachers’ understanding of the subject through questionnaires and interviews, they also debated fora need to an agreement on scientific concepts. The pre-service teachers recognized the meaning of socialconstructivism and the need for an agreement process in teaching science concepts. ,FZ
XPSET: pre-service science teacher, social constructivism, argument process, science concept, conductor,electrolyte,PSFB
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