Textbook Questions Research Articles

Bloom의 개정된 교육목표 분류에 따른 화학II 단원 평가 문항 분석

본 연구는 과학 교사들에게 교과서에 실린 문항에 대한 관심을 높일 뿐 아니라 교과서 문항을 효과적으로 사용할 수 있는 기초 자료를 제공하고자 고등학교 화학II 교과서 8종의 단원 평가 문항을 블룸의 개정된 교육목표 분류틀에 따라 분석하였다. 연구 결과 블룸의 인지 영역에 따른 분류에서는 '이해(44.7%)'에 해당하는 문항이 가장 많았고, '적용(29.9%)', '지식(15.6%)', '분석(9.5%)' 순이었으며 이러한 결과는 일반화학 교재의 단원 평가 문항 분석 결과인 '적용', '분석', '이해' 순으로 되어 있는 것과 뚜렷한 차이를 보였다. 특히 '평가'에 해당하는 문항은 전체 화학II 교과서에서 단 한 문제도 발견되지 않았으며 '종합(0.3%)'에 해당하는 문항도 거의 찾아볼 수 없었다. 한편 '적용'에 해당하는 문항의 대부분이 특정한 계산을 요하는 '양적인 수행'이었으며 '이해' 및 '양적인 수행'에 해당하는 문항의 비율은 분석된 총 문항의 70%에 이르렀다. In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom's taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom's cognitive category showed that 'Understanding(44.7%)' level was the most, then 'Application(29.9%)', Knowledge(15.6%) and 'Analysis (9.5%)' in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was 'Application', 'Analysis' and 'Understanding' in order. Especially, questions of 'Evaluation' level were not found at all in any textbook investigated and 'Synthesis(0.3%)' level was very few. On the other hand, the percentage of questions in 'Understanding' and 'Executing Quantitative' which required specific algorithms was 70% of total with most of the questions in 'Application' were 'Executing Quantitative'.

Preparing Citizens for Multicultural Democracy in a U.S. History Class

The authors extend the literature on multicultural democratic citizenship education (Marri, 2005) with a case study about how a highly esteemed high school teacher involved a heterogeneous group of students in a rigorous, engaging, critical study of U.S. History. Mr. Scott's teaching was noteworthy in its community building, thorough disciplinary content and deliberative pedagogies, yet obstacles to student engagement persisted. This study illustrates powerful pedagogical practice that informs research and practice and reveals ongoing challenges in high school teaching, even in a supportive environment. It adds to the research on teaching for multicultural citizenship and provides descriptive examples of how powerful pedagogical practice (Shulman, 1987) can be combined with multicultural democratic citizenship education (Banks, 1993; Parker, 1996).

読むことの学習指導における「学習のてびき」の一源流 : E. A. クロス編『文学 : アンソロジーシリーズ』を中心に

A purpose of this paper is to investigate on source of for in Junior high school Japanese language classes of Hama Ohmura, an excellent secondary Japanese teacher. In order to Ohmura's testimony, her guides for learning were influenced by any American textbooks and workbooks for English language in 1940s-50s. One series of textbooks, Literature: a series of anthologies (A. E. Cross et.al eds.), which is one of American Educational Library collections, founded in Hiroshima University Library, was analyzed in this paper. By comparing the study questions in textbooks with Ohmura's guides for learning in her practical reports, any considerations were founded. At least, Literature: a series of anthologies seemed to give any hints for guides for learning by Ohmura, however, it would be not a only source of it, but also any other textbooks an workbooks used in USA would give any cues for generating Ohmura's ideas of guides for reading in 1950s. In addition, Such considerations in this paper would give a significant starting point for investigating a post-WW2 history of Japanese language textbooks and instructions.

Classifying End-of-Chapter Questions and Problems for Selected General Chemistry Textbooks Used in the United States

Science textbooks have a major influence on teaching and learning. Teachers and instructors at all educational levels use them regularly not only as a guide for course content and sequence but also in the design of homework assignments and assessment probes. From this perspective, textbook questions and problems can be expected to have a strong influence on assessment practices in the science classroom. Thus, the main goal of this study was to investigate the nature of end-of-chapter questions and problems included in college general chemistry textbooks and discuss the implications of this analysis for teaching and learning in introductory chemistry courses. Our results indicate that commonly used general chemistry textbooks include a majority of questions and problems at the “Application” and “Analysis” levels as defined using Bloom’s cognitive categories. These items tend to be narrowly focused on certain specific types. For example, problems at the “Application” level are mainly algorithmic, while ques...

An Analytical Study of Questions in the Arabic Language Textbooks of the 5th, 6th, and 7th Grades in Jordan

An Analytical Study of Questions in the Arabic Language Textbooks of the 5th, 6th, and 7th Grades in Jordan

Evaluating Geography Textbook Questions from a Spatial Perspective: Using Concepts of Space, Tools of Representation, and Cognitive Processes to Evaluate Spatiality

This article examines whether questions embedded in geography textbooks address three components of spatial thinking: concepts of space, tools of representation, and processes of reasoning. A three-dimensional taxonomy of spatial thinking was developed and used to evaluate questions in four high school level geography textbooks. The results indicate that textbook questions focus on low-level spatial concepts more frequently than high-level spatial concepts; few questions require students to create various kinds of spatial representations; and textbook questions only rarely encourage higher-order cognitive skills. The study provides insights on the design and use of textbook questions to foster learning to think spatially.

중학교 환경 교과서에 제시된 질문의 특성

The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

Differences Between a Standards-Based Curriculum and Traditional Textbooks in High School Earth Science

This study investigates differences between a curriculum based on the National Science Education Standards and curricula following two traditional textbooks. Earth System Science in the Community (EarthComm) and the “most used” high school earth science textbooks in the United States and Korea were analysed in terms of general features, questioning style, and level of laboratory activities by two experts using Textbook Questioning Strategies Assessment Instrument and Herron's four levels of activities. The inter-rater reliability varied from 0.91 to 0.97 for questioning style depending on each individual book and 0.99 for laboratory activities. The results showed that the standards-based curriculum EarthComm included the largest number of pages and laboratory activities with the least number of chapters and concepts among the three textbooks compared. The standards-based curriculum included by far more questions and the largest percentage of experiential questions compared to both of the most-used traditional textbooks. Non-experiential questions tend to be “open-ended” in standards-based curriculum, “direct information” in the Korean textbook, and both “open-ended” and “direct information” in the most used U.S. textbook. Higher-order questions are featured in standards-based curriculum, which call for inferences and application. These findings explicitly stress that high school earth science textbooks should be inquiry-oriented in teaching and learning. The study further discusses its meanings and implications for student learning in earth science.

Do Economists Recognize an Opportunity Cost When They See One? A Dismal Performance from the Dismal Science

One expects people with graduate training in economics to have a deeper understanding of economic processes and reasoning than people without such training. However, as others have noted over the past 25 years, modern graduate education may emphasize mathematics and technique to the detriment of economic reasoning. One of the most important contributions economics has to offer as a discipline is the understanding of opportunity cost and how to apply this concept to all forms of decision making. We examine how PhD economists answer an introductory economics textbook question that requires identifying the relevant opportunity cost of an action. The results are not consistent with our expectation that graduate training leads to a deeper understanding of the concept. We explore the implications of our results for the relevance of economists in policy, research, and teaching.

Teachers' Use of Textbooks: Practice in Namibian science classrooms

Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a teacher dominated textbook use and a low frequency and restricted range of textbook references per lesson, with some 40% of the Senior Secondary classes observed making no use of their textbook in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information. Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.

Electrode Processes and Aspects Relating to Cell EMF, Current, and Cell Components in Operating Electrochemical Cells: Precollege and College Student Interpretation

Four areas that present difficulty among high school pupils and tertiary level students in relation to the processes that take place in operating electrochemical cells were identified (1). These are (i) conduction in the electrolyte, (ii) electrical neutrality, (iii) electrode processes and terminology, and (iv) aspects relating to cell emf, current, and cell components. A 20-item questionnaire was designed to determine how widespread misconceptions in these areas were. The prevalence and possible causes of misconceptions in two of the four areas - namely, conduction in the electrolyte and electrical neutrality - were reported (2). In this paper, we report on the difficulties experienced by students in relation to electrode processes and terminology and aspects of cell components, cell emf, and current. In relation to electrode processes and terminology, excerpts from interviews with precollege and college students as well as the responses of a larger group of students are discussed. The discussion relating to cell components, cell emf, and current presents a response to standard textbook questions by precollege and college students and interviews conducted with postgraduate higher diploma in education (HDE-PG) students. The interviews were conducted with postgraduate students after the precollege and college students were unable to verbalize their views, especially on cell emf and current. The possible causes of the misunderstandings and the questions used to elicit the misunderstandings in these two areas are presented.

Including Both Time and Accuracy in Defining Text Search Efficiency

Factors related to efficiency in a textbook search task were examined. Previous definitions of search efficiency have used time as the only index in defining efficiency. The present study used a definition that included both time and accuracy. One hundred and twenty-nine university students searched for answers to eight low-inference questions in an earth science textbook and were administered the verbal section of the Scholastic Aptitude Test. Time and accuracy involved distinct processes; accuracy was related to verbal competence. Measures of planning and extracting information accounted for 59% of the variance in search efficiency. Both accuracy and rate need to be included in defining text search efficiency.

Spectroscopic studies of lipids and biological membranes. Twenty-first Colworth medal lecture.

My first interest in nuclear magnetic resonance (n.m.r.) spectroscopy began in 1964, when it seemed to me that spectroscopy, and in particular n.m.r., would be a most desirable way to analyse unknowns without smelling everything, or heating with sodium and checking for hydrogen evolution with a match (the classical A-level approach at the time). Unfortunately, I had to wait a couple of years for some hands-on experience with n.m.r. (a Varian A-60), but once an undergraduate, 1 was able to facilitate compound identifications in the organic laboratories (by after-hours use of the research instrument), although such a non-classical approach was not always appreciated. At the same time, Walter Moore’s prescient textbook question [ 11: ‘you have a biochemist friend who wants to study the transformation ATP-ADP in muscle using 31P n.m.r. ..: convinced me of the great potential of n.m.r. in biochemistry, and I started n.m.r. research in 1967. My first experiments were in conjunction with Jake MacMillan at Bristol, where I attempted to synthesize and characterize gibberellin glycosides, but 1 soon found that I was not particularly happy manipulating milligram quantities of natural products, and I began looking for a new research area. Around this time, I was then very fortunate to hear Dennis Chapman give an illuminating lecture on spectroscopic and other studies of lipids and membranes, and decided that this area had just the right blend of chemistry and biochemistry for me, so 1 started a Third Year BSc Honours Thesis with Geoffrey Eglinton in the summer of 1968. The project consisted of incorporating chlorophylls and quinones (plastoquinones and ubiquinones) into egg lecithin multibilayers, in an attempt to monitor electron transfer across the membrane upon illumination, in addition to using n.m.r. to study the interactions between the various membrane components. Fig. 1 shows some typical n.m.r. results thus obtained. Although crude, the indications were that n.m.r. could be used to investigate intermolecular interactions in model photosynthetic membranes, that some quinone peaks could be resolved, and that bacteriochlorophyll appeared to have a ‘condensing’ effect on the lipid molecules, in much the same way that cholesterol does (E. Oldfield, unpublished work, [2]). This seemed like a good area for future research, so I joined Dennis at the University of Sheffield in the Autumn of 1969 for postgraduate research. The 9 months required for an ultrasonicator to arrive provided sufficient time to reflect upon the advisability of using sonication to produce samples for high-resolution n.m.r. work, and I decided alternative approaches might be needed for characterizing lipids and biological membranes. Fortunately, we happened to have on hand a small quantity of perdeuterated dimyristo I lecithin, and Bill Derbyshire,

A Conceptual Model for the Study of Biomes

William H. Leonard William H. Leonard is an associate professor at Louisiana State University, Baton Rouge, LA 70803, where he is appointed jointly in the Department of Zoology and Physiology and in the Department of Curriculum and Instruction. He earned his B.A. and M.A. in biology at San Jose State University and his Ph.D. in biology education at the University of California at Berkeley. Leonard has been a frequent contributor to ABT and to other science teaching joumals. He is an active researcher in the areas of laboratory teaching, interactive videodisc instruction, and textbook questioning strategies.

Biology Education with Interactive Videodiscs (II): Development of Laboratory Simulations

William H. Leonard William H. Leonard is an associate professor at Louisiana State University, t Baton Rouge, LA 70803, where he is appointed jointly in the Department of Zoology and Physiology and in the Department of Curriculum and InstrucA tion. He earned his B.A. and M.A. in biology at San Jose State University and his Ph.D. in biology education at the University of California at Berkeley. Leonard has been a frequent contributor to ABT and to other science teaching journals. He is an active researcher in the areas of laboratory teaching, interactive videodisc instruction, and textbook questioning strategies. This article was based upon his work while on the biological sciences faculty at the University of Nebraska-Lincoln, where he was the recipient of the Amoco Distinguished Teaching Award in 1983.

Development and Method For Use of An Instrument Designed to Assess Textbook Questioning Style

Development and Method For Use of An Instrument Designed to Assess Textbook Questioning Style

Textbook questions: What thinking processes do they foster?

(1966). Textbook questions: What thinking processes do they foster? Peabody Journal of Education: Vol. 43, No. 5, pp. 285-292.

The Inadequacy of Questions in Textbooks

The Inadequacy of Questions in Textbooks

Types of thought questions in textbooks of science

Types of thought questions in textbooks of science

An Analysis of Study Questions Found in Textbooks for the Intermediate Grades

Previous articleNext article FreeAn Analysis of Study Questions Found in Textbooks for the Intermediate GradesNelle E. MooreNelle E. Moore Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 27, Number 3Nov., 1926 Article DOIhttps://doi.org/10.1086/461986 Views: 5Total views on this site Citations: 1Citations are reported from Crossref Copyright 1926 University of ChicagoPDF download Crossref reports the following articles citing this article:Anna Kiszczak The Learning Potential of Study Questions in TEFL Textbooks, (Jun 2016): 57–73.https://doi.org/10.1007/978-3-319-33272-7_4