Primary School Textbooks Research Articles

EXAMINATION OF HERO, VICTORY, INDEPENDENCE THEMED ACTIVITIES IN PRIMARY SCHOOL TEXTBOOKS WITH TEACHER'S OPINIONS

When the basic characteristics of the Turkish nation are mentioned, the first values that come to mind are heroism, victory and independence. It is very important that children, who are described as the future of societies, are raised with these values In this research, it is aimed to examine the activities with the theme of heroism, victory and independence in primary school textbooks with the views of teachers. Content analysis, one of the qualitative research methods, was used as a method. Semi-structured interviews were conducted with 12 classroom teachers working in two different primary schools. Teachers who have worked for at least 5 years participated in the study. In the findings of the study, especially the primary school level of music books was found to be sufficient at different grade levels. Turkish books are generally considered partially sufficient. It has been reached by the opinions of the teachers participating in the study that life science books are sufficient at some grade levels but partially sufficient at other levels. Mathematics and science books were found to be insufficient in terms of gaining the values of victory, heroism and independence. The suggestions offered by the teachers in order to improve the achievements were evaluated and sub-themes of quantitative increase, addition to the curriculum, diversification of teaching methods and material development were reached. As a result of the research, suggestions for educators and researchers were presented.

ANALYSIS OF THE PRIMARY SCHOOL SOCIAL STUDIES TEXTBOOK IN THE CONTEXT OF PEACE LITERACY

In the context of the changing conditions of the age, peace comes first among the values that should be taught to children. This meaningful value can be gained through a systematic understanding of peace education. In many countries, peace education is tried to be given together with the social studies curriculum that aims to make individuals become citizens of the world. In this respect, textbooks are important resources with their content and rich design. The aim of this study is to analyze the primary school social studies textbook in the context of peace literacy. This study was created taking into account the qualitative understanding. In the study, document analysis technique, which is one of the qualitative research data collection methods, was used. The subjects and achievements in the primary school 4th grade textbook were tried to be analyzed by taking into consideration the components of peace education such as "international education, human rights education, development education, environmental education and conflict resolution education". When the findings of the study were examined, it was determined that the subjects and concepts related to peace education were included in the learning areas of Individual and Society, Culture and Heritage, People, Places and Environments, Science, Technology and Society, Production, Distribution and Consumption and Global Connections in the primary school textbook.

Evaluating Vocabulary Presentation in CEFR Get Smart Plus 4 in Malaysia

Textbooks play a vital role as the teaching and learning resources for both English as Second Language (ESL) educators and learners. A number of studies have been conducted to evaluate the Malaysian EL textbooks. However, studies focused on vocabulary in Malaysian CEFR primary school textbooks are still limited. Therefore, this research intends to address the identified research gaps through evaluating vocabulary presentation in CEFR Get Smart Plus 4, a textbook widely used among Malaysian Year 4 learners. The study aims to identify the usefulness of the vocabulary presentation provided in the textbook. A mixed method explanatory design was selected for the study. A group of ESL educators was chosen via purposive sampling technique to collect information regarding the subject matter. The textbook evaluation checklist on vocabulary was distributed among 48 respondents while 3 educators were interviewed via semi-structured interview protocols to obtain further information. The result of the study uncovered a moderate usage of the vocabulary presentation in the targeted textbook as proven in the overall mean of 2.74 (SD=0.71). Hence, the vocabulary presentation in the textbook is purposeful. As for the future studies, the researchers can widen the sample size and focus on the other language skills.

The Concept of Randomness in Chilean Primary School Textbooks

Background: Randomness is a fundamental concept in the formation of citizens because it intervenes in various daily life situations. In addition, it is present in the school curriculum of various countries, such as Chile. Objective : To analyse the teaching of the concept of randomness in primary education mathematics textbooks in Chile. Design: The research uses a qualitative methodology and uses the content-analysis method. Setting and participants : 42 textbooks were analysed, including student texts and activity logs. Data collection and analysis : Through content analysis, the sections and segments of the textbooks in which the concept of randomness intervenes are studied, relating them to definitions, problem situations, cognitive levels that should be developed, and the use of technological tools. Results : The concept of randomness is introduced through random games and concepts associated with random experiment, chance, random, and sample space, without delving into the definition of some cardinal concepts such as chance and randomness. Conclusions : The textbooks partially conform to the Chilean curricular guidelines. In addition, activities related to the concept of randomness generally refer to the use of physical devices and, on a small scale, to the use of technological tools. Finally, the textbooks present a small number of problem situations with an adequate cognitive level that favours the development of skills necessary for primary education students’ acquisition of probabilistic thinking.

How is the ocean represented in school textbooks in Chile? An analysis of curricular content and images of marine fauna

Although we are currently in the Decade of Ocean Sciences for Sustainable Development, Chile seems to be lagging behind in marine education. Research has shown the importance of animal imagery in generating a bond between students and their environment, and strengthening interest in conservation. The objective of this study is to contribute to ocean literacy research in Latin America, by describing coverage of ocean content in the Chilean primary school curriculum and textbooks. Content analysis was undertaken concerning textual and pictorial materials. Learning Objectives of the science primary curriculum were reviewed, and the number and type of fauna species shown in images were recorded. For each textbook, we recorded the number of marine and terrestrial animals, categorized endemic, native, and exotic species, and whether the name of the animal was labeled with the image. The results show that only three Learning Objectives of the primary curriculum explicitly define content associated with the ocean. Of the total animal images, slightly more than twenty percent are marine fauna. The great majority of the marine animals shown are native, however, most of the time the image is not reinforced with the name of the species. Considering that school textbooks are the foundation of formal education, this preliminary study indicates that there is a content deficit when teaching about the relevance of the ocean and its animal species in primary school textbooks in Chile, covering only three ocean literacy principles in the science curriculum. However, this study recognizes that important improvements have been made in prioritizing natural science teaching with images of native species.

АЛЕКСАНДР НЕВСКИЙ НА СТРАНИЦАХ ДОРЕВОЛЮЦИОННОЙ УЧЕБНОЙ ЛИТЕРАТУРЫ ДЛЯ ШКОЛЬНИКОВ: КОНСТРУИРОВАНИЕ ОБРАЗА НАЦИОНАЛЬНОГО ГЕРОЯ

The article deals with the practice of constructing the image of a national hero in the educational literature of the 19th — 20th century on the example of Prince Alexander Yaroslavich Nevsky. The object of the study is 27 manuals on Russian history for junior classes of gymnasiums and 22 for senior classes, that is, the entire content of compulsory textbooks approved by the Ministry of Public Education during the study period and included in special catalogs of educational literature. As a result of the study, the following conclusions are drawn. On the pages of textbooks for primary school, the most idealized image of Alexander Nevsky was offered, approaching an apologetic hagiographic portrait, which was achieved through an emotional impact on the reader, selective citation of sources, sometimes a certain author’s “thinking through” and direct artistic fiction concerning the character of the hero, his way of life, education, etc. In textbooks for high school, there has not been any qualitative leap either in terms of the selection of content or in terms of the depth of analysis of historical material. The text became stylistically more “adult”, but still contained many omissions and little analysis.

Humour in Multimodal Textbooks for Slovene in Primary School

Research mostly establishes the benefits of humour in the learning process when used properly. We determine how primary school textbooks for Slovene as a mother tongue use verbal and pictorial semiotic resources to create humour when learning grammar, which resources are used more often, and how humour is perceived by pupils. Images are the main carrier of information in the creation of humour. An essential component of it is discrepancy with reality, most often expressed as exaggeration. For pupils aged 8 and 10, the involvement of humour is more important than for pupils aged 14.

The Status of the Moroccan Primary School Textbook: Between the Communicative Approach and the Action Perspective

The Status of the Moroccan Primary School Textbook: Between the Communicative Approach and the Action Perspective

Editors’ Introduction

Editors’ Introduction

An Analysis of the Listening and Reading Sections of the Newly Published Japanese English Textbooks for Primary School

In 2020, Japan started a new English curriculum in which English classes began from grade 5, based on the latest edition of the Course of Study (the guideline produced by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT). The objectives of this research paper are to examine seven sets of newly published English textbooks’ reading and listening sections to learn about their specific features, as well as their difficulty levels. The result demonstrates that in all seven sets of textbooks, the listening sections have far more volume of content than the reading sections. The readability tests indicate that the reading sections contain higher levels of sentences, which contradicts the authors’ initial impression. However, a careful study of the use of past tense verbs and prepositions in each section demonstrates that there are more prepositions in all seven sets of textbooks in the listening sections. The results indicate that past tense verbs and prepositions can be effective benchmarks to measure the readability level of these newly published English textbooks.

Roli Books

Abstract Roli Books was set up in 1978 and tasted early success by bringing affordable, full-colour primary school textbooks to India. But the founder, Pramod Kapoor, followed through on his dream of creating indigenous, high-quality illustrated books for India, convinced that combining the content and editorial skills available in the country with international quality printing would be a winning proposition. Roli kept scaling up and expanded to multiple overseas markets while dealing with Indian policy challenges such as restrictions on third-country exports and the cap on book imports. After a challenging period in the late eighties and early nineties, Roli found success once again, buoyed by India’s economic liberalisation and the lifting of import restrictions. Since the late 2000s, Roli has invested in its domestic publishing programme, physical retail space, and annual exhibitions to build the brand. The next generation of the family continues to nurture and grow the company.

QUANTITATIVE MORPHOLOGY MODEL OF CHILDREN'S LITERATURE AND TEXTBOOKS OF PRIMARY SCHOOL

The article defines a quantitative morphological model of children's literature and primary school textbooks. Quantitative morphological model of children's literature and primary school textbooks in primary school involves intensive development of speech, intellectual, creative abilities of the student, gaining knowledge about the structure and functions of language as a communicative system, the formation of skills and abilities of full, competent use of the richness of the native language in speech practice. The assimilation of information for teaching and developing a quantitative morphological model of children's literature and primary school textbooks has a great impact on the overall development of students, contributes to the intellectual development of students, creates favorable conditions for the formation of theoretical thinking of children. Allows you to use grammar lessons to master the numerical morphological model of children's literature and elementary school textbooks in elementary school. Traditionally, the problem of continuity and prospects is considered primarily at the level of methods of organizing training at related stages. For primary schools, the emergence of educational standards, changes in the leading learning goals, the predominance of a personality-oriented approach, taking into account the psychological and age-related features of children's development, certain mental functions of various age periods, the possibilities of formation of neoplasms, as well as the role of leading activities in their formation, are of particular importance in building a learning system.

Gender Discrimination in Chinese Primary School Textbooks: Evidence in English Textbooks

Textbook is an indispensable medium for students to acquire knowledge. The completeness of its content and the clarity of its logic are the reasons why it is used as a teaching aid in schools for so many years and not easy to replace. But behind the visible, intentional formal curriculum, there are hidden curriculums. Hidden curriculums include not only objective factors such as social environment, but also subjective factors such as people's subconscious and inherent impression. Through qualitative and quantitative methods, this research examines whether Chinese textbooks contain hidden curriculums with gender discrimination from some specific perspectives. In this research, data analysis and interviews are both included. The results have shown that gender discrimination exists in China’s English textbooks. Instead of appeal directly in the textbook, it appears in the form of hidden curriculum. Also, in the end of this paper, there will be some suggestions to textbooks writing team, and teachers in China.

ПОРІВНЯЛЬНИЙ АНАЛІЗ СУЧАСНИХ ПІДРУЧНИКІВ, ВИДАНИХ В УКРАЇНІ, ДЛЯ ЗДОБУВАЧІВ ОСВІТИ МОЛОДШОГО, СЕРЕДНЬОГО ТА СТАРШОГО ШКІЛЬНОГО ВІКУ ІЗ ПОРУШЕННЯМИ ЗОРУ

At the preliminary stage of the research, the qualitative analysis of educational editions (textbooks) for visually impaired (blind) junior pupils has been completed. The qualitative analysis of textbooks for secondary and senior pupils receiving school education has given us the opportunity (in this article) to complete the general comparative analysis of educational editions (textbooks) for visually impaired persons receiving general secondary education, who study under the programs of special or mass comprehensive school. The qualitative analysis of educational editions has been completed on the basis of the inquiry among the pedagogues of special comprehensive schools (specialist teachers for the blind and subject teachers) (75% of interviewed) and pedagogues of mass comprehensive schools, that ensure education for visually impaired schoolchildren under the inclusive form of study (25% of interviewed). The geography of the performed inquiry covered most of Ukraine. The modern educational editions (textbooks) for visually impaired persons receiving education, prepared and published within the time period from 2017 to 2021 have been directly analyzed. The analysis covers the textbooks for primary school, printed in the Braille alphabet (for blind pupils) and the enlarged largeprint font (for visually impaired schoolchildren). For secondary and senior classes – only the tetbooks printed in the Braille alphabet. Cross-section data of the inquiry among the pedagogues was followed by own analysis of all editions, mentioned by pedagogues during the inquiry, that being over 100 textbooks for various classes almost in all educational subjects (mathematics, informatics, Ukrainian language and reading, English language, I explore the world – primary school), (Ukrainian language, Ukrainian literature, English language, history of Ukraine, universal history, algebra, geometry, informatics, chemistry, physics, geography, biology – secondary and senior school). The special attention is paid to the main trends, which include preparation, adaptation and edition of educational literature (textbooks) for visually impaired persons receiving general secondary education in Ukraine. The obtained results of the research may change the situation with edition of textbooks for the said category of schoolchildren for the better. Key words: Textbook, the Braille alphabet, enlarged font, persons receiving education, visual impairment, blind schoolchildren, visually impaired pupils.

Gender and class in the imagined educational spaces in Pakistani primary school textbooks: a challenge for inclusivity agenda

Gender and class in the imagined educational spaces in Pakistani primary school textbooks: a challenge for inclusivity agenda

In the World Community of Primary School Textbooks Tested Conceptual Foundations

This paper makes analyzes of the in the world community of primary school textbooks tested conceptual foundations. On this case primary textbook XXII in Geneva, by 69 countries and each country were learned. Moreover, both advantages and disadvantages discovered and described its primary school textbooks based on the above criteria gave According to him, the organizers of the conference are 69 appealed to the state Ministries of Public Education with the following questionnaire.

Iconoclasm versus Apologetics. How the Salazar Regime Dealt with Portuguese Overseas Expansion

Historical interpretation of Portuguese Overseas Expansion has changed considerably from the late nineteenth century to the present. Ideological appropriations of historical events are commonplace. The propaganda of the regime of Portuguese dictator Antonio de Oliveira Salazar extensively used the topic of Portuguese Overseas Expansion as a founding myth for justifying its own colonialism, even in times when decolonization processes were the common trend. Damnatio memoriae, on the one hand, and apologetics, on the other, were strategies spread from primary school textbooks to university programmes. They were responsible for the exclusion and even persecution of many Portuguese scholars, who had to ask for refuge in other European Universities. It created myths, for example around Henry the Navigator or the Nautical School of Sagres. Key-personalities, such as Magellan, were long defamed as anti-heroes. This article will show how these myths and twisted interpretations are still commonplace today. Even now, many Portuguese feel that, in times of crises, these fictions are used to create a sense of national identity and self-confidence.

Representation of character education values based on Lickona’s perspective in english textbook at Indonesian elementary school

The context of this study is the Society 5.0 period in the field of education. Children’s education begins in elementary school. All human potential must be developed via education if people are to develop into people who can uphold moral principles. As a result, the Indonesian government is creating primary school textbooks that may include moral principles in the teaching and learning process. This research looked at character education from Lickona's perspective in English textbooks at the 4th grAde Indonesian Elementary school. Descriptive qualitative research of this kind includes steps of data gathering, data reduction, data presentation, and conclusion-making. The result shows that English Textbooks for Fourth Grade Elementary School Students Curriculum Merdeka apply characters based on Lickona's perspective from all aspects, although not every chapter has each character aspect based on Lickona's perspective.

Moral values in Indonesian primary school thematic textbooks: the marrying of language appraisal and moral foundation theories

ABSTRACT Although many scholars have examined moral values in Indonesian primary school textbooks, there is a paucity of literature on the theme of adopting a combination of systemic functional linguistics-informed language appraisal and moral foundation theories. To fill this lacuna, the present study aims to analyse the representation of moral values in the thematic textbook through the main characters in the stories. This research adopts language appraisal by Martin and White (2005) and the moral foundation theory by Graham et al. (2013). The findings showcase that moral values of the main characters in thematic textbooks encompass individualising foundations and binding foundations. Individualising foundations consist of care and fairness values, which promote individual protection and cooperation; meanwhile, binding foundations encompass loyalty, authority, and sanctity, which unite individuals to their social groups. Implications and discussions are also presented at the end.

Statistical Tables in Spanish Primary School Textbooks

Statistics is introduced in primary education in Spain, and its teaching is largely supported by textbooks, which are freely provided to the children. In this research, we analyse the activities based on statistical tables included in two complete collections of primary education mathematics textbooks. These activities are classified according to the type of table, the data presented in them, the activity requested from the student in relation to the table, and the data context, according to those suggested in the PISA studies. Using content analysis, we found that tables of distribution of a variable predominate, mainly with frequencies. The most frequent activity is the reading of information from the table, while the personal context appears in the majority of the activities. This analysis serves to highlight how the teaching of statistical tables is developed throughout primary education and inform the teachers about relevant variables that should be considered in their teaching.