Textbook Questions Research Articles

ORDENAÇÃO E SEQUENCIAÇÃO DE PERGUNTAS DE LEITURA: PROPOSTA DE TRABALHO PARA CRÔNICA E PINTURA NO LIVRO DIDÁTICO

RESUMO Analisam-se os tipos de perguntas e sua sequenciação, em uma coleção de livros didáticos do 6.º ao 9.º ano, na seção “Cruzando Linguagens”, que apresenta perguntas de leitura para gêneros diferentes, mas com temáticas próximas. A partir disso, propõe-se nova sequenciação de perguntas para uma das atividades do livro do 6º ano, destinada aos gêneros crônica e pintura. O trabalho centraliza-se na perspectiva sobre leitura interacionista, nos estudos da Linguística Aplicada e da prática de ordenação e de sequenciação de leitura, discutida por Solé (1998) e ampliada por Menegassi (2008, 2010a, 2010b, 2010c, 2010d, 2016), Fuza e Menegassi (2018, 2017) e Fuza (2017). Dentre as questões da seção, geralmente, apenas uma delas possibilita o diálogo temático entre textos, sendo assim, sugeriu-se: análise das perguntas do livro, voltadas à crônica e pintura; nova sequenciação das perguntas; verificação das lacunas temáticas. Na sequência, desenvolveu-se a proposta teórico-metodológica de ordenação e sequenciação de perguntas, com foco no diálogo entre os textos, que possibilita ao leitor: estabelecer o diálogo entre textos com aproximação temática; elaborar respostas textuais, inferenciais e interpretativas, envolvendo as ideias principais dos textos; produzir sentidos quanto às temáticas apresentadas, alcançando as compreensões textuais e inferenciais e a interpretação, possibilitando tratar da exauribilidade temática relativa.

Readability and types of questions in Chilean EFL high school textbooks

This article evaluates the mandatory English as a foreign language textbooks provided by the government in Chile in terms of readability and types of questions. Three readability formulas are used to analyze the texts: Flesch Reading Ease, Flesch‐Kincaid Grade Level, and Coh‐Metrix L2 reading index (RDL2). To evaluate the cognitive demands that comprehension questions place on students, Day and Park’s (2005) taxonomy of questions is used. The findings of this study reveal that the readability of the texts used in textbooks for 10th and 12th graders is similar, but the texts used in the textbook for 11th graders are more difficult to read. Regarding the types of questions, literal comprehension questions are more used in 12th‐grade texts than in those for 10th and 11th grades. Consequently, there does not seem to be a progression either in readability or in cognitive demand across these grades.

Reviewing Spatial Thinking in Geography Textbooks Questions from The Perspective of Spatial Thinking

As a science and a subject in school, geography is considered as having a major role to play in fostering spatial thinking. In the context of preparing for an educational reform transferring from content-based to competency-based approach in Vietnam now, spatial thinking is identified as one of the prominent competencies that geography can promote. However, there has been no research on spatial thinking in the country so far. Therefore, this paper aims at reviewing spatial thinking in geography textbooks from grade 6 to grade 9 in Vietnam for the reason that geography is taught as a separate and compulsory subject in secondary and high school. We adapt the Taxonomy of Spatial Thinking proposed by Jo and Bednarz (2009) and then simplified by Scholz et al. (2014) to evaluate spatial thinking in three aspects: the concepts of spatial, tools of representation and processes of reasoning in questions in textbooks. The findings show that the majority of questions in textbooks are non-spatial thinking. The research gives suggestions for textbook authors in Vietnam to take three dimensions of spatial thinking into account in the future geography curriculum reform. Besides, it recommends teachers to consider to foster not only spatial thinking but also effective questioning in their teaching.

A Study on the Strategy of Question in Grammar Education for Elementary School

이 연구의 목적은 초등 문법 교육에서 학습자 중심 수업을 위해 필요한 질문 전략의 문법 교육적 수용 방안에 대하여 고찰한 후, 질문 전략의 유형에 따른 시사점을 바탕으로 질문 전략 구현 방안을 모색하는 데 있다. 질문 전략은 교과서 질문, 교사 질문, 학생 질문으로 유형화할 수 있다. 그동안 문법을 다루는 교과서 질문은 단편적인 지식을 요구하는 사례가 많았으며, 교사 질문에서도 폐쇄적 질문을 통해 상호작용이 이어지는 데 제한적이었음을 알 수 있다. 이 결과 학생 질문 생성 활동이 적극적으로 이루어지지 않았다. 학생 질문은 교수·학습에서 요구하는 목적 지향적 활동으로서 교과서 질문이 지원하고 교사 질문이 상호작용함으로써 생성될 수 있다. 이에 따라 교과서 질문은 개방적으로 다양하면서도 연계성이 높게 제시되어야 하며, 교사 질문은 상호작용을 높일 수 있도록 하되, 허용적 분위기에서 제시되어야 한다. 학생은 문법적 지식에 부담을 줄이고 절차적 지식을 기반으로 할 때 질문 생성 활동이 활발해질 수 있게 된다. 문법 교육에서도 효과적 질문이 이루어질 때 비로소 2015 개정 교육과정이 요구하는 학생 참여 수업이 이루어질 수 있다.The purpose of this study is to discuss strategy questions for learners in grammar education. Therefore, we will look at the types of questions and their implications, and we will suggest how to ask questions in grammar education. Questions can be formatted into three categories: textbook questions, teacher questions, and student questions. In the past, textbook questions often asked for knowledge, while teacher questions asked for simple answers. As a result, the students did not ask many questions. For effective learning, textbook, teacher and student questions must be changed. Textbook questions should be presented in many ways. Instead of asking what or where, you should ask how . A teacher should ask a question in an acceptable way. Questions should be asked by analysis , classification and statement , allowing students to reduce the burden and ask more questions. Students should learn basic grammar knowledge before class. Grammar education requires a lot of discussion about questions used in student classes

An analysis of questions with multiple solution methods and multiple outcomes in mathematics textbooks

ABSTRACT This paper examines three elementary school mathematics textbooks (one textbook from each of 6th, 7th, and 8th grade) to determine to what extent these textbooks present questions with multiple outcomes and multiple solution methods. Document analysis as a qualitative research method is adopted. The findings reveal that only 8% of all three textbook questions have multiple correct outcomes and 92% of them have only one correct outcome. Further analysis of questions with multiple outcomes shows that the majority of these questions have limited correct outcomes rather than limitless ones. It is also found that only 6.2% all worked-examples are solved through different solution methods. Given that textbooks are often considered to have influences on both teaching and learning, these findings present important implications for mathematics learning and teaching. The issues of student creativity and higher-order thinking are especially discussed as they are closely associated with the use of questions with multiple solution methods and outcomes.

An Investigation into the Logic Textbooks Written in Accordance with the 2009 Logic Curriculum

Textbooks have attained an essential position with the student-centered approach. Accordingly, curricula are developed based largely on constructivist approach. Since textbooks are prepared in accordance with the curriculum, they are therefore constructivist approach-oriented. As a result, textbooks are the reflection of the curriculum. The mistakes in textbooks can directly affect learning in a negative manner. Additionally, the visuals, reading texts, preparation and evaluation questions in textbooks should be on a par with the outcomes in the curriculum in regard to level and structure. In this study, three of the textbooks written in accordance with the 2009 logic course curriculum were examined in terms of physical features, distribution by units, their congruence to the curriculum, language and expression, scientific content, print-typesetting-orthography, reading texts, preparation and evaluation questions, and bibliography. From this aspect, this study is qualitative. Document review method was adopted in this study. It was discovered that the evaluation questions in the textbooks framed to measure the outcomes were under the outcome levels. To exemplify, the questions taxonomically at the evaluation level were found to be corresponding to the knowledge and comprehension levels, it was further explored that most errors were detected in the elements of print-typesetting-orthography.

Cognitive Levels in Saudi EFL Teachers’ and Textbook Questions

This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The sample of the study consisted of 15 reading and writing classes taught by EFL instructors. Furthermore, all of the questions in the textbook (Unlock, Reading and Writing 1) were classified according to the Revised Bloom’s taxonomy (Anderson et al., 2001). Descriptive and inferential analysis was used to analyze the data. Furthermore, Chi χ2 cross tabulation was used to show the differences among the levels of thinking in the two textbooks. The findings showed that the majority of the first year teachers' questions are lower-cognitive levels (knowledge, comprehension and application). Furthermore, the results of the textbook analysis also showed that there was a tendency towards lower-level cognitive skills in the two textbooks under the study.

THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal. Key words: English language textbook, reading comprehension questions,revised edition of Bloom’s Taxonomy.

A component analysis of the free energies of folding of 35 proteins: A consensus view on the thermodynamics of folding at the molecular level.

What factors favor protein folding? This is a textbook question. Parsing the experimental free energies of folding/unfolding into diverse enthalpic and entropic components of solute and solvent favoring or disfavoring folding is not an easy task. In this study, we present a computational protocol for estimating the free energy contributors to protein folding semi-quantitatively using ensembles of unfolded and native states generated via molecular dynamics simulations. We tested the methodology on 35 proteins with diverse structural motifs and sizes and found that the calculated free energies correlate well with experiment (correlation coefficient ∼ 0.85), enabling us to develop a consensus view of the energetics of folding. As a more sensitive test of the methodology, we also investigated the free energies of folding of an additional 33 single point mutants and obtained a correlation coefficient of 0.8. A notable observation is that the folding free energy components appear to carry signatures of the fold (SCOP classification) of the protein. © 2017 Wiley Periodicals, Inc.

COGNITIVE LEVEL OF READING QUESTIONS IN ENGLISH TEXTBOOK FOR GRADE XI

The objective of the study was to find out the cognitive level of the reading questions in English textbook for grade XI based on the Revised Bloom’s Taxonomy. This study was conducted by using descriptive qualitative method. The data of this research were the reading questions in the English textbook for grade XI Senior High School. The result of this study was the whole reading questions in the textbook covering all of the cognitive levels, they were Remembering (26,02%), Understanding (26,02%), Applying (9,18%), Analyzing (33,16%), Evaluating (1,53%), and Creating (4,08 %).

Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the Mann-Whitney U test was used. Results indicated that there are significant differences between the two proficiency levels in terms of question types in all categories except analysis and synthesis. To assess the overall proportions of question types in the textbooks and to see if they are different from each other, a Kruskal-Wallis and the follow up Mann-Whitney U tests were used which revealed significant differences between some pairs of categories of question types. It is believed that the results of this study can be useful to textbook writers and EFL teachers.

Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Purpose: This research aims at analyzing the attainments identified in the sociology curriculum for 11th grade implemented by the Ministry of National Education (MoNE) in 2010, and the evaluation questions in the sociology textbook which was taught in the 2016-2017 academic year, based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. Research Methods: Document analysis was used in this study. The attainments that constitute the data source of the research were taken from the sociology curriculum for 11th grade published by the Ministry of National Education (MoNE) in 2010. Findings: Research findings indicate that 15 out of 60 (25%) attainments in the curriculum could be identified at the level of uni-structural, 14 (23%) multi-structural, 28 (47%) relational, and only 3 (5%) extended abstract. As for the evaluation questions in the textbook, 70 (43%) could be identified as uni-structural, 44 (27%) as multi-structural, 36 (23%) as relational, and 12 (7%) as extended abstract. Implications for Research and Practice: When the 11th grade sociology course achievements and assessment questions were examined, it was determined that all thinking levels of the SOLO taxonomy were found at different ratios. It is thought that when the experts prepare the program attainments for the sociology course, the organization of the attainments harmonized by prerequisite considering the principle of progressivity will be of considerable benefit in terms of effectiveness of the program

Investigating Consistency of Questions in Primary and Middle School Science Textbooks with Objectives in Science Curriculum

Due to problems related their content and use; textbooks do not achieve the expected effect in learning although they are one of the most important elements of the science curriculum. Questions in textbooks are also important criteria in determining the effect of textbooks. In this study, it was aimed to compare questions in four different science textbooks, both qualitatively and quantitatively in terms of objectives of curriculum. 2677 questions retrieved from primary school 3rd and middle school 5th and 6th grades textbooks were investigated comparatively in terms of their ratio across objectives in the curriculum, cognitive levels and types. According to the analysis, it was determined that there were differences between distributions of questions in the same and different grade level textbooks. It was also found that questions related to the objectives regarding input and processing skills were more than questions related to the objectives of output skills. Besides, it was observed that most of the questions in textbooks were aligned with traditional assessment and evaluation tools, and the ratio of the alternative type tools was found to be lower than the ratio of four different textbooks.

Chasing after a Century of Punctuation

Punctuation in writing is a recent and Western invention. This study sought to determine whether using punctuation has been changing alongside changes in formal written communication in the last 11 decades. Through an analysis of 66 Introduction to Psychology textbooks published between the years 1895 and 2000, we determined that using question marks, colons, and semi-colons have increased over time, but that using exclamation points and commas have not. A post-hoc analysis of word frequencies in early and late textbook questions suggests that at least some differences may be related authors’ greater effort in recent decades to engage the reader.

Analyzing Assessment Questions in an Arabic Textbook (Communication Skills) for Eight Grade in Jordan According to Bloom’s Taxonomy of Levels of Knowledge Aims

This study aims at analyzing assessment questions included in an Arabic language textbook (Communication Skills)for eight grade in the Jordanian schools according to the levels of knowledge in Bloom’s Taxonomy to reveal thepercentages of distributing of these questions against this taxonomy. In order to achieve the purposes of this study,the researcher designed the instrument of analysis which he applied to the 520 questions included in the textbook forboth first and second semesters.Data was identified, recorded and the results were compared to the standard percentages identified by using themeans introduced by the specialists. The results of this study revealed that the textbook questions mostly focused onthe lower levels of thinking. Results also showed a graphic disagreement between the percentages of the distributionof the textbook assessment questions and the standard percentages at five levels (Remembering, Understanding andComprehension, Application, Analysis and Evaluation). In the light of these results, the research recommends thatthere should be a stronger focus on questions of higher levels of thinking in an Arabic Language textbook for gradeeight particularly at the levels of application, analysis and evaluation. It also recommends a gradual increase ofbalanced questions in any future textbook production, and more content analysis studies should include Arabiclanguage textbooks at all stages.

Classification of end-of-chapter questions in senior school chemistry textbooks used in Nigeria

Textbooks are a prominent part of science teaching and learning. For science teachers and students, textbooks are the major source of information for planning and classroom practice. In addition to the content of textbooks, are end-of-chapter questions that should consolidate students learning and enhance their thinking processes. Therefore, this study adopted the framework of the revised Bloom’s Taxonomy to classify and analyze end-of-chapter questions from three chemistry textbooks used in Nigeria. The results from this study indicated that majority (76%) of the questions were at the lower order of (understand, remember, and apply), while 46% and 32% measure conceptual and procedural knowledge respectively. The results further revealed that the number of questions in the categories of evaluate and create differs significantly at, F (5, 1744) = 5.61, ρ < .01, from the other categories of the cognitive process skills. The following conclusions were drawn: understand and analyze categories recorded the highest number questions in the cognitive objectives; and there was no metacognitive questions. Implications for textbook authors and teachers were discussed.

THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal.

Kadi: King‐Slayer or King‐Maker? The Shifting Allocation of Decision‐Making Power between the UN Security Council and Courts

This note analyses the twelve‐year span of the Kadi litigation in the European courts. The litigation raises the textbook question of the relationship between international and municipal legal orders, yet demonstrates that it is high time to move the description of this relationship beyond the orthodox yet outdated monist/dualist dichotomy that was seen to provide the answer in less complicated times. The note examines the different approaches taken at the three key phases of the litigation: the ‘supremacy’ position adopted by the Court of First Instance in 2005, the ‘subversive’ approach of the European Court of Justice in 2008 and the ‘subsidiarity’ position of the Court of Justice of the European Union in 2013. Ultimately, the note invites attention to the ‘Solange equivalence’ approach taken by the Advocates‐General and argues that this strikes the best balance in normative terms for an enduring approach to power‐sharing between legal orders.

Determination of secondary school students' ability of making transitions between representations related to the

The aim of this study was to reveal secondary school students' ability of making transitions between text, picture, table and graphic representations related to the electricity. The research is a case study of the qualitative research methods. The working groups of the study were totally 100 students, including 50 from each of 6th, 7th and 8th students, studying at a secondary school in the 2012-2013 academic year. To determine the students' status of transitions in representations, a measurement tool relating to the subject of electricity was developed by researches. The measurement consists open-ended questions which questioned transitions representations (text, images, tables and graphics) with each other. Document analysis method was used in data analysis. In this context, determining specific criteria, established codes in accordance with the given answers by the students and the questions was evaluated in certain dimensions. Consequently, students were found to be inadequate to present transitions in representations in electricity. When the results are evaluated, it was suggested that during the teaching of electricity topic, teaching practices to draw attention to transition between different representations and in measurement-assessment processes, the questions reflecting the transition between different representations should be given; regulation the assessment questions in textbooks in this direction is recommended.

Mapping the knowledge topography: a critical appraisal of geography textbook questions

Textbook questions and exercises are quintessential part of every textbook. One can easily locate textbook questions at the end of the every chapter and also in between the texts. What are they meant for? Usually we think they are meant for assessing learners’ understanding regarding subject knowledge, providing clue to teacher to form other questions. However, besides these popular notions, textbook questions implicitly communicate messages about what is ‘worth’ knowledge and what learning is about? The present paper takes geography textbook questions as a unit of analysis and tries to analyze the nature of textbook questions with reference to content and cognitive processes perspective.