Science Textbooks Research Articles

Contribution of the “Professija” Publishing House to the pool of textbooks in the bibliography science

Textbook review: Korshunov O. P. Bibliography science : Textbook / O. P. Korshunov, N. K. Lelikova, T. F. Likhovid ; under the general editorship of N. K. Lelikova. 2nd edition, revised and expanded. St. Petersburg : Profession, 2023. 334 p. (The textbook for the bachelor’s degree course).The textbook continues the tradition of “Professija” Publishing House of publishing practical guides, reference and educational literature in bibliography. All the publications are in great demand, both among practitioners, the faculty and students. For example, the “The Bibliographer's Handbook” has gone through four editions. The textbook by I. G. Morgenstern for many years has been the main source of knowledge for the students in the context of the “General Bibliography Science” course. The peer-reviewed textbook by O.P. Korshunov, N.K. Lelikova and T.F. Likhovid is published in its second edition. The authors of the textbook present the material based on the system-activity, documentary, information and communication concept of the general theory of bibliography origins as introduced by O.P. Korshunov. The textbook consists of three sections: “Fundamentals of the theory of bibliographic information”, “Bibliographic activity – the central category of the theory of bibliography”, “Bibliography science – the science of bibliography”. The lists of recommended reading are provided at the end of each section. A Dictionary of Basic Terms is a valuable addition to the main text. The textbook material is significantly amended, as many new standards on bibliography were introduced and changes were made to the terminology, with the factual material updated.

Challenging gender stereotypes: Young women's views on female role models in secondary school science textbooks

International Women's Day highlights both women's achievements and ongoing efforts toward global gender equality. Gender disparities in science, technology, engineering, and mathematics (STEM) affect a country's innovation and ability to tackle global challenges. Therefore, recent national education policies have looked for ways to promote gender equality, particularly in the STEM subjects. One problem is that teaching materials often lack female representation and recognition of female achievements and contributions to STEM subjects, affecting how female students perceive science. The study examines how female students aged 15 to 18 are impacted by gender disparity in their physics teaching materials and what importance they place on female role models. It encompasses 20 group interviews with female students (n = 80) in Switzerland, which were analyzed using qualitative content analysis. Results show that, aside from Marie Curie, female scientists are largely unknown to female students, contributing to the perception of physics as a male domain. Female role models are crucial for fostering interest, motivation, and self-esteem in STEM subjects. However, internalized gender stereotypes and fears of negative reactions from male peers counter the demand for greater visibility of female scientists. Despite these challenges, most female students advocate for more female role models in STEM to inspire future generations of female students to pursue a STEM career and foster positive social change.

Evolution content in school textbooks: data from eight European countries

BackgroundEvolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students’ scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the ‘Framework for the Assessment of school Curricula on the presence of Evolutionary concepts”, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus.ResultsOur results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability.ConclusionsWe recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks

In science education, models are used as key teaching tools to teach scientific phenomena and concepts to students. Although South Korea recognizes the value of model use in science education, it is necessary to analyze how model use is reflected in science textbooks and in classrooms. This study examined the development and usage patterns of models in experimental activities in the geological, astronomical, and atmospheric domains in three Korean elementary school science textbooks. A coding framework was developed and analyzed based on previous studies and science curricula in other countries. The study found that, first, the model development and usage patterns in experimental activities in the geological, astronomical, and atmospheric domains in science textbooks were largely similar, although some differences existed across domains. Second, the resources required for model development and development methods; evidence-based model development, evaluation, and modification; and the cyclic features of modeling were similar across the three domains, but the geological domain was characterized by model limitations and the astronomical domain was characterized by the process of investigating a phenomenon. Based on these f indings, the study discussed model development activities in textbooks can be improved.

A Narrative Analysis of J. G. Roederer’s The Physics and Psychophysics of Music

This paper conducts narrative analysis for the rhetorical critique of Roederer's <i>The Physics and Psychophysics of Music</i>, a prominent textbook of music science. It is possible to analyze implicit narratives even for texts in non-narrative genres. In science textbooks, implicit narratives can be analyzed in structural, educational, and research contexts. Roederer's satisfies structural coherence by composing a book in a way that deals with the perception of pitch, volume, timbre, and harmony according to the stages of sound generation, transmission, and acceptance in a structural context. In an educational context, a book is composed of content that students may be interested in for a scientific understanding of music to satisfy material coherence, and the validity of narrative fidelity is satisfied through the pursuit of reliable knowledge through experience data and improved observational equipment according to the method of constructing scientific knowledge. From the research context, we can confirmed that characterological coherence is secured by satisfying the truthfulness of narrative fidelity through the update of knowledge throughout the four editions, and by revealing that the knowledge of music science is being built through the activities of major researchers.

Assessing the Adequacy of Contemporary Life and Earth Textbook in Morocco: A Case Study of Blood Glucose Regulation

Blood glucose homeostasis is a fundamental concept in biology. Yet, in the Moroccan education system, it is only covered in the 11th grade. This might explain why the majority of students struggle to understand this complex notion. Fingers of blame are also pointed to textbooks and how they didactically (mis)transposed this knowledge from its academic form to its teachable one. In fact, the significance of textbooks in education is indisputable. Hence, analyzing them may provide insights on students (mis)conceptions. In this study, we aim to critically analyze the sections on blood glucose regulation in two widely-used Life and Earth Sciences textbooks in Morocco, intended for students enrolled in the experimental sciences track. To do so, the present study follows the findings and recommendations of the intriguing systematic review of literature by Vojíř & Rusek (2019) which urges for the need for science textbooks research in different local contexts around the globe. In the same vein, the absence of such research in the Moroccan context makes this study an obligation. Methodologically, this study adopted Bernard et al’s.,(2007) contrastive approach. According to our findings, the juxtaposition of these two textbooks reveals several shortcomings, errors, and inconsistencies. By taking the didactic transposition of blood glucose homeostasis into the heart of its exploration, this study –though rooted in its Moroccan context- advocates for a wider applicability of its findings.

Representation of the views of nature and human-nature relationships in chemistry textbooks: a comparative analysis

ABSTRACT Science textbooks play a crucial role in shaping students’ knowledge, attitudes, and behaviours towards nature, impacting the effectiveness of environmental education. This study provides a comparative analysis concerning the views of nature and the human-nature relationships represented in Chinese and U.S. chemistry textbooks (grades 10–12), aiming to inform environmental education in the field of science education. Content analysis was applied to examine and compare the representation patterns of the views of nature with four sub-dimensions (i.e. metaphors of nature, environmental emotions, types of nature, values of nature) and of the human-nature relationships. A five-volume Chinese textbook and one U.S. textbook were targeted. Proportionality calculation, Chi-squared tests along with Cramer’s V were conducted to identify similarities and differences in their representation patterns. Comparative analysis results demonstrated more commonalities than divergences in the representation patterns of Chinese and U.S. chemistry textbooks. Specifically, there were no statistically significant differences in the representation patterns of metaphors of nature, environmental emotions, types of nature, and humans-nature relationships. However, a significant difference was found in the representation patterns of values of nature. The major findings of this study are discussed and several implications for future research and practice are provided.

Character Education Analysis in The Natural Sciences Textbook of 9th Grade (Student Book): a Case of Chemistry Subject

Character Education Analysis in The Natural Sciences Textbook of 9th Grade (Student Book): a Case of Chemistry Subject

How do Chinese and Egyptian science textbooks differ? A cross-country comparative research

Textbooks have a crucial role in shaping students' knowledge, behaviors, and attitudes in different school subjects. This study compares the structure and content of science textbooks of grade nine in Egypt and China to reveal the common and different features in the textbook design. It opts for a horizontal analysis of four science textbooks in the associated countries. The results revealed that the distribution of science subjects has partial similarities to some extent among the preparatory stage between the Chinese and Egyptian science textbooks besides the overlapping in the associated topics, presenting Biology as a common subject of interest. Moreover, the number of activities distributed within units and subjects have the highest shares in the Chinese textbooks, and most of the activities in the Egyptian textbooks focused on Chemistry and Physics subjects. In addition to the structure analysis, this study also explored the textbooks content in both countries, covering three dimensions: (1) cognitive expectations, (2) learning goals, and (3) efficiency of illustration. The results provide valuable insights for textbook designers and curriculum developers to enhance the quality of science curricula and textbooks. Therefore, the study recommends considering instructional design and lesson plans when distributing the learning activities and developing international standards for designing school science textbooks.

Free and Suitable? Readability Analysis of Ghana’s Senior High School Core Science Textbooks

This descriptive study assessed the linguistic complexity of the three Ghana Senior High School Integrated Science textbooks, using readability index analyses. Simple random sampling was used to select five units from each textbook for testing. Criterion-based sampling was used to select, from each sampled unit, a block of texts of no less than 300 words for analyses. Readability score for each sampled text was generated by feeding the sample into the online readability calculator. Simple descriptive statistics were run in order to organize and summarize characteristics of the sampled text. Then, Analysis of Variance procedures, both parametric and non-parametric, were run to test the statistical significance of differences, if any, among the readability scores of the textbooks. The study established that while science textbooks for SHS 2 and 3 and were suitable for their intended audiences, the readability of Book 1 placed it at the level of university students, and therefore, too difficult for its intended audience. There were no statistically significant differences in the mean readability levels of the textbooks at 0.05 alpha level, suggesting that there is no progression in reading and comprehension difficulty among the three textbooks. A recommendation is made for further evaluation of all the textbooks and particularly of Book 1 for possible revision, which may help students to achieve the intended meaningful learning.

Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students

Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.

Analyzing Science Textbooks In Terms of Inquiry Levels of Activities and The Nature of Scientific Inquiry

This research aims to analyze science textbooks in terms of inquiry levels of activities and the nature of scientific inquiry. The document analysis method is used as a research method. It is found that the nature of the scientific inquiry aspects is not included enough in the textbooks, and some textbook statements can cause students to have misconceptions such as scientific investigations must test a hypothesis, and there is a series of steps that must be followed in all research. It is determined that the activities considered scientific inquiry are mainly at the confirmation level and the structured level in the activities included in the textbooks. It is suggested that more explicit emphasis should be placed on the aspects of the nature of scientific inquiry that are not referred or less referred, the statements confronting these aspects should be removed from the textbooks, and guided and open inquiries should be placed more in the textbooks.

Futures Thinking in Middle School Science Textbooks

This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.

Five Essential Features of Scientific Inquiry in Bahraini Primary School Science Textbooks and Workbooks

Five Essential Features of Scientific Inquiry in Bahraini Primary School Science Textbooks and Workbooks

Developing textbook of basic science concepts based on ethnoscience Dalihan Natolu

This research aimed to develop a textbook on basic science concepts based on ethnoscience that is valid, practical, and effective. The research method was R&D and implemented five stages of the ADDIE model. The instrument used in this research is a local wisdom-based textbook validation sheet consisting of a material media, and language validation sheet. There are three experts as a validators according to their field of science, an ethnoscience-based textbook practicality sheet. This sheet serves to determine the practicality of valid textbook design and the effectiveness sheet for ethnoscience-based textbooks based on Natolu ethnoscience. The research results show that the average value of the validity test results for textbooks on basic science concept based on ethnoscience is 81.26% (valid). The effectiveness results show a score of 3.5, which means the textbook developed is included are effective. Based on those results, it can be conclude that the ethnoscience-based basic concept of science textbook is valid, effective, and practical so it is suitable for use in the learning process in the Basic Science course.

How textbook images frame the gender roles of women in science and elsewhere: a content analysis of elementary school science textbooks

ABSTRACT Based on the concepts of gender framing and gender categorisation, this content analysis evaluates the images of adults (N = 1655) and the portrayal of women from the 6 series of science textbooks authorised by the Japanese Ministry of Education for use in elementary school science classes in the 2022 academic year. The images were counted and coded according to the activities the participants were engaged in. Data were then analysed according to three potential patterns for transmission of gender roles – invisibility, low stature, and domesticity. The content analysis showed differences between the 6 series in terms of their portrayal of women and of female scientists, however, across all series, there were fewer women portrayed than men, fewer female scientists than male, and fewer women were presented as important ‘people to study’. Women were less likely to be shown in high-status decision-making roles, as demonstrating ‘brilliance’, or as being rewarded or recognised for their scientific achievements. They were, however, more likely than men to be depicted in images connected to themes of domesticity than as scientists or in other professional situations. Domestic themes such as childcare could still be seen in images of female scientists or women at work.

Developing textbooks for teaching Russian as a foreign language in Arab students’ classroom

The article examines the current issues of developing, writing and using modern textbooks to teach Russian as a foreign language to Arab students, such as Iraqis. Furthermore, the study attracts attention to different models of building textbooks to be the main learning tool and an effective way of teaching various experiences. The article explains the history of the development of academic textbooks of Russian sciences and the contribution of prominent Russian scholars in designing textbooks, taking into consideration the difficulties of designing trainings to teach RFL to Arab students. Textbooks are available since ancient times, however, there is always a need to update content and develop the methods of teaching.

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

Portrayals of Scientists in Science Textbooks of Secondary Schools in Iran: A Qualitative Study in the History of Science

Portrayals of Scientists in Science Textbooks of Secondary Schools in Iran: A Qualitative Study in the History of Science

The Availability of Green Consumption Values in Primary School Textbooks in the Kingdom of Saudi Arabia

This study aims to identify and evaluate the incorporation of green consumption values into primary school textbooks in the Kingdom of Saudi Arabia. Specifically, it seeks to determine suitable green consumption values for primary-grade students and assess the extent to which these values are integrated into mathematics, science, and English language textbooks. Adopting a descriptive approach and employing content analysis methodology, the research analyzed all primary-grade textbooks in the country, totaling nine books. The findings reveal nine pertinent green consumption values for primary school students. Science textbooks demonstrated the highest prevalence of green consumption values, followed by mathematics and English language textbooks. Key values frequently cited include the development of vegetation, air and sea conservation, environmental awareness, and promotion of environmental sustainability. However, notable gaps were identified, particularly in mathematics and English language textbooks, indicating room for improvement in integrating green consumption values across primary-grade curricula in Saudi Arabia.