Primary School Textbooks Research Articles

La expresión oral y los libros de texto. Estudio de los manuales escolares de Ed. Primaria para conocer el número de actividades orales de las distintas editoriales

We all know the importance of oral and communication skills and the difficulties presented by our children and youth to make use of them.On the other hand, we continue checking the importance of exercise textbooks or textbooks in schools. To this it is added that still too often teachers still considers these textbooks or textbooks as the main resource to organize their teaching-learning process.We believe the textbooks or textbooks remain a very important tool for students and teachers weight. So, what these books or manuals will propose what then put into practice in the school daily.So we've looked at the primary school textbooks that are present in various colleges Ed. To analyze the extent to propose activities that develop oral expression of students.

Slovenski učbeniki zgodovine o španski državljanski vojni

SPANISH CIVIL WAR IN SLOVENIAN HISTORY TEXTBOOKSThe article examines the image of the 1936–1939 Spanish civil war as presented in Slovenian history textbooks for primary and secondary schools 75 years after the war. In textbooks, this topic is important for presenting the period before World War II in Europe as well as the social and political differences present in Europe at that time. The Spanish civil war raises questions of democracy, fascism, communism, social reforms, violence and revolution in Europe. Initially, the textbook authors briefly discussed the Popular front, democracy and elections, communists and revolution, as well as the support of Fascist Italy and Nazi Germany to Franco’s Nationalist faction and the support of Soviet Union to the Republican faction. After 1980, textbooks included a more detailed presentation of the broader social situation, the attitude of artists towards the Spanish civil war, and the impact of war on political divisions in Slovenia during World War II. The first textbooks generally mentioned that a number of Yugoslavs were fighting for the Republican faction, whereas later authors provided more information in accordance with research studies, i.e. that 500 Slovenians participated in the International Brigades.

НАСТАВА И УЏБЕНИЦИ ИСТОРИЈЕ У ОСНОВНИМ ШКОЛАМА У СРБИЈИ (1880–1913)

На основу објављених извора, релевантне литературе и периодике у раду је анализиран развитак наставе историје и уџбеника у основним школама у Србији од 1880. до 1913. Држава је започела са интензивним законским уређивањем школског система 1880. године, када је уведено и обавезно похађање основне школе. Ово је период у коме Србија тражи начине да изврши реформе и модернизује школски систем, пре свега основне школе. Настава историје има важну улогу у изграђивању националног идентитета. Наставни планови и програми се непрекидно преиспитују и дорађују. Предмет анализе су и репрезентативни уџбеници историје за основне школе у којима се виде промене у тумачењима историјских садржаја у овом периду.

ANALISIS KUALITAS BUKU PELAJARAN IPS SD

Currently, many primary and secondary education textbooks are published and available in the market, but the quality does not meet the students’ needs. The Center for Textbook Development, Ministry of Education and Culture should produce textbook models to facilitate learning. This research conducted as from June through November 2015 examined Social Science textbooks for Grade VI Primary School. The research method used was content analysis and the data were collected by check list forms on the evaluation indicators of the textbooks. The result of the research is expected to become information for the appropriateness of textbooks.

Nestor Marcoff Contribution to Bulgarian Physical and Mathematical Education (1836 – 1916)

Physical and mathematical textbooks published before 1878 are analyzed. Earliest Bulgarian primary, secondary and high school textbooks are determined. There are new and unknown Bulgarian textbooks on physics found accidentally. Biography of Nestor Marcoff (1871) who is remarkable teacher and mathematician elucidates translation and publication of the first high school textbook on Statics. The exceptionally clarity and accuracy of the first Bulgarian textbook on trigonometry (1871) shows his scientific culture and erudition.

The teaching of cartography and topography in the Polish primary school

Abstract The authors present a content analysis of the selected textbooks for teaching the natural science in the Polish primary school in the scope of cartography and topography. Two series of textbooks edited by the Nowa Era publishing house and approved by the Ministry of National Education are used by the authors. The main aim of this analysis is to determine whether the textbooks meet the requirements of the new core curriculum. The psychological aspects that may cause the difficulties in learning the natural science for students of grades 4 through 6 of the primary school are also discussed. The contents of textbooks are absorbed by the students in varying degrees. It is important, therefore, to take into account the psychological aspects of the students’ learning process and draw attention to the difficulties that may arise in the course of grade 4–6 instruction. Among them there are, inter alia, the difficulties in using a map scale, some problems with imagining the actual distances and areas, a height above the sea level and the relative heights, as well as the issues related to the students’ abilities to read a drawing of contour lines. In the process of natural science education in the primary school, it is very important to develop the children’s abstract thinking, which causes the stimulation of their spatial imagination. The various types of teaching aids, which can be helpful for the both groups, as for the teachers, so for the students, are discussed in this article. These are the atlases, models, interactive teaching aids, books and educational games. The analysis introduced in this article allows for a critical evaluation of the textbooks for primary school from the point of view of their content complacencies on cartography and topography with the new core curriculum. Teaching the bases of cartography and topography from an early age is very important, but developing the ability to use a map requires the continuous exercises. Working with a map helps to develop not only the practical skills, but also the students’ attitudes having a positive impact on the development of such qualities as conscientiousness, accuracy and patience; it also has an invaluable impact on the students’ spatial imagination.

A NOVEL MULTIMEDIA INTERACTIVE APPLICATION TO SUPPORT ROAD SAFETY EDUCATION AMONG PRIMARY SCHOOL CHILDREN IN MALAYSIA

The interactive multimedia is considered as a very promising potential to aid primary school pupils in learning and teaching method in introducing road safety education. Although web based applications for road safety education are available, they are based on overseas countries where the rules and environment settings are different from Malaysia’s environment. An effort to help pupils in interactively learning on road safety education in Malaysia has motivated this study. A framework encompass of learning theories, modules, multimedia elements and, usability and acceptance, has been developed and applied in an interactive multimedia prototype on road safety education called “FIQIR Road Safety”. The prototype has been developed based on a primary school textbook “Cermat Tiba Selamat” by Malaysian Ministry of Education (MOE). FIQIR Road Safety has been designed and developed by utilizing multimedia elements to give an immersive experience to the user. It employs Watch, Learn and Play as the modules where the animations and activities represent actual traffic environment in Malaysia. The proposed framework hopefully can be a guide in developing interactive multimedia application such as FIQIR Road safety.

Madres e hijos enamorados. La sublimación de la relación maternal en los libros de lectura españoles y colombianos en la primera mitad del siglo XX

In the first half of the xx century, primary school textbooks played a prominent role in the molding of children’s emotions and their affective relationships. Spanish and Colombians textbooks published at that time commonly idealized the mother-child relationship. This paper examines the manifestations of this idealization in the configuration of the subjects «mother» and «child», and in the depictions of the emotion of love in these textbooks. Based on the analysis of ninety reading textbooks from this period, from both countries, a genealogical reading has been made, from a Foucaultian perspective, of the configuration of some ideal types of subjectivities present in the educational strategies of these texts. In the texts, it was found that the main object of love was the mother and that it was to her whom children exclusively directed the physical and intellectual expressions of a so called pure and unconditional love. Furthermore, in terms of the behavior of adult women, expressions of physical tenderness and expressions of romantic and unconditional love were directed exclusively toward children, and not toward a spouse or other adults. It was concluded that this love relationship served to define the basic structure of the feminine biography, the role of women at home, the licit behavior of family members and their existential purpose. This relationship also promoted the configuration of an economy of desire and pleasure directed toward the stability of family and society based on a feeling of unconditional loyalty whose model was the love for the mother.

Graphicacy in biology textbooks: analysis of activities with images / Alfabetización gráfica en libros de texto de biología: análisis de las actividades con imágenes

The aim of this study is to analyse how graphicacy is promoted through activities with images of the human body in third to sixth year primary school textbooks from three different publishers. The analysis was based on categories related to type of image, type of task, procedures, cognitive processing level required and whether there are explicit instructions on how to use the image. The results show that illustrations and visual diagrams are the most frequent images. The main task is image interpretation, whereas production tasks are scarce. Moreover, the tasks are not evenly distributed among the different procedures. The processing level required is low and requires superficial processing of the images, resulting in a learning process based on copy and repetition. There is some evidence of activities being sequenced according to educational level. We conclude that the kind of graphicacy found in the textbook activities is insufficient for acquiring competence in the use of images.

Reading as Cultural Capital and Social Interaction

<p><em>The article focuses </em><em>o</em><em>n the social aspects of reading.C</em><em>onceptual framework of</em><em> cultural capital is usedin order to actualise the importance of sociocultural and socioeconomic factors in family and at school for the child’s reading. </em><em>The research reveals complex and multifaceted development of children’s reading skills: different factors such as cultural environment, cultural activity, and cultural objects in family and at school (in the classroom and library) interact and increase the possibilities for the child to acquire and integrate social knowledge.Aim of the research</em><em>is to analyse the interplay between educational and social factors during formation of reading in pupils. The following objectives have been set out to reach this aim: 1) to perform literature review of reading as social interaction and cultural capital, social factors determining reading in children; 2) to reveal the interplay between educational and social factors during formation of the children’s reading habitus by conducting interviews with the expert focus group.</em><em>Methods of the research:</em><em>group interviews with 24 experts of reading – primary school teachers, </em><em>authors of textbooks of Lithuanian language and reading comprehension for primary schools, publishers of textbooks for primary schools were conducted.</em><em></em></p>

Content analysis of peace education as one component of global citizenship education in elementary textbooks

Peace education is now a required component of the national curriculum that must be taught by all schools. Hence, it is necessary that peace education components be included in school curricula. So this paper looked at peace education in content of primary textbooks. In other words, Main purpose of this survey was content analysis of primary school textbooks based on peace education components such as Sense of solidarity, sense of responsibility to others, recognizing diversity, loving others discrimination and denial of ethnic, racial or religious. The method of used in the content analysis is Entropy Shanon method based on quantitative content analysis. Unit of analysis is concepts (such as sentence, question, practice, and images) related to cited components in the elementary textbooks. The results showed that Sense of solidarity components have the most frequency and lowest frequency related to rejection of ethnic, racist and religious discriminations component.

De olho no presente: História Antiga e livros didáticos no século XXI

The present study aimed to analyze textbooks for Primary School - Finals Series - produced from 2000 in order to find out how the Ancient History was addressed, taking into account that these works intended to be in accordance with the PNLD (Plano Nacional do Livro Didatico). However, more than an actual examination of the formal and didactic aspects of the books analyzed, it was intended to draw a diagnosis of Ancient values of appropriation presented in Brazilian society once textbooks can be considered as cultural artifact which has a context of production and circulation, besides the interaction between authors, publishers, readership and State.

The rhetoric of national identity and intergration in French primary school textbooks

The rhetoric of national identity and intergration in French primary school textbooks

Gender representation in Hong Kong primary school ELT textbooks – a comparative study

This article seeks to investigate whether the improvement of the status of women in Hong Kong in recent decades, effected through various efforts to promote the values of equal opportunity concepts, is reflected in patterns of gender representation in primary school textbooks used in Hong Kong. A comparison of a popular series of primary school English-language textbooks that was published in 2005 with the same series published in 1988 (12 books in total) revealed increase in gender equity in the more recent books, including increased visibility of women both visually and textually. Nevertheless, the findings also revealed a perpetuation of some stereotyped images of the two genders and portrayals of women in a more limited range of social roles than men. The ‘male-first’ phenomenon and the visual and textual under-representation of women were still prevalent in the contemporary textbooks. The potential impacts on children of unbalanced gender representation in textbooks are discussed within the framework of social cognitive theory.

Textbook in global society: a few steps towards the methodology of comparative research.

AbstractThe paper analyzes differences in primary school textbook publishing models in European Union, United States and Slovenia. Regardless the fact that there exist important differences among these models, in the majority of states there is competition among textbooks for the same subject. Nevertheless, the textbook is not a marketable good as any other: it is also a carrier of social and cultural values. Even more, in most cases, the decision which textbook to buy is not taken by the parent who pays for the textbook, but by the teacher who has no financial obligations in the whole process. As a result, textbook market is unperfect, and the majority of states regulates it more thoroughly than markets for other goods. Adoption processes are one of the most important keys for understanding the nature of such regulation. They are closely related to the nature of educational legislation: in the states with final-oriented legislation, the adoption processes are more common than in the states with process-oriented legislation. In Slovenia, the state has started to withdraw from textbook publishing in early eighties. Nevertheless, the state still adopts and evaluates textbook content, and is therefore more process than final oriented.

The Critical Analysis of Korean Language Textbooks for Primary Schools in China

The Critical Analysis of Korean Language Textbooks for Primary Schools in China

Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development

This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectivity and faith in technological development. It emphasizes the right of the individual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language.

Aging Education ın Elementary Textbooks

The aim of this study is the examination of primary school textbooks as to how they cover the issues of elderly people and aging education. The study is a qualitative one wherein the method of document analysis has been used. A total of twelve primary school textbooks have been examined/analyzed within the scope of this study. For evaluation, a measurement system consisting of 8 themes and their constituent subthemes has been implemented. At the end of the study it has been concluded that primary school textbooks do not cover the subject of elderly people and aging education adequately and that the books contain negative representations of the elderly. It is thereby concluded that in order to ameliorate the attitudes of the students towards elderly people (and in order to cultivate in them an acceptance of their own aging), it is necessary to incorporate elderly people and aging education in primary schools and textbooks.

Oral health educational contents in primary, middle, and high school textbooks

middle school texts, and 2.1% of the high school textbooks. The total average was 5.4%. Among the textbooks containing health (general and oral) content, the average number of pages (P<0.001) containing general and oral health information were 22.1 and 0.5, respectively. The average number of lines (P<0.001) for both types of health information were 475.1 and 6.2, respectively, in the primary school textbooks. Middle school textbooks included average numbers of health information-related pages (P<0.001) of 45.7 and 0.4 and average numbers of lines (P<0.001) of 1,086.9 and 5.3, respectively. The average number of pages (P<0.001) in the high school books containing general and oral health content were 83.0 and 0.9, respectively, and the average number of lines (P<0.001) were 2,128.6 and 10.7. Our research showed that, regarding the degree of reflecting oral health education objectives, high school textbooks gained 1.00 point (1 objective), middle school books obtained 0.67 point (5 objectives), and primary school books received 0.18 point (39 objectives; P<0.05). Conclusions: Oral health content in textbooks decreased as school level increased. The objectives of oral health education for primary school were not properly reflected in the textbooks because the objectives were relatively diverse, and the textbook treatment of the material was rather static.

Morality for kids in cultural and historical measurements : patterns, translated by primary school textbooks and their transformation in the post-Soviet period

Morality for kids in cultural and historical measurements : patterns, translated by primary school textbooks and their transformation in the post-Soviet period