Science Textbooks Research Articles

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.

How do NCERT and SCERT, Odisha focused on outcome based education: A comparative content analysis of political science text book class -VI

How do NCERT and SCERT, Odisha focused on outcome based education: A comparative content analysis of political science text book class -VI

What’s Missing in Introductory Family Science Textbooks? Where is the Theory, Methods, and Application?

One of the central purposes of an introductory family science textbook is to introduce students to the theory and research methods that are commonly used in the discipline and to the applications of research to practical issues confronting families. We examined seventeen textbooks published between 2012-2019 regarding the amount of content devoted to theory, research methods, and application. The authors systematically coded content in the textbooks based on an examination of the Tables of Contents and the Subject Index. The results indicate that most introductory textbooks include limited content about theory and research methods. Also, despite the emphasis of the profession on the translation of research, introductory textbooks did not include much information about family life education or family therapy. There was more coverage of family policy, but the authors rarely included a discussion of the policy process or how research can inform policy. These results can assist instructors in selecting textbooks for courses and assist authors in the development of future textbooks.

양성평등의 관점을 반영한 과학 교과서가 초등학생의 과학진로인식과 과학자 이미지에 미치는 영향

The purpose of this study is to investigate the effect of science textbooks which reflect the perspective of gender equality on the elementary school students' perceptions of science careersand scientist image. To conduct the study, students in the third grade were taught using textbooks written mostly by male scientists as a comparative class. The experimental class was taughtusing textbooks written by similar ratios of male and female scientists. Then, the impact was analyzed a month later. As a result, there was a statistically significant difference in the perceptionof scientific career paths among the students in the experimental and comparative classes, indicating that students who studied using the science textbooks which reflected the perspectiveof gender equality had a more positive perception of scientific career paths than those who used books written predominantly by male scientists. The results of the examination of thescientist’s image showed no statistically significant difference, yet in the experimental class, the proportion of the students who drew male scientists decreased, and the proportion of studentswho drew female scientists increased, which did not happen in the comparative class, where the proportion of the students who drew male scientists increased, and the proportion of students who drew female scientists decreased. Based on the results of the study on the impact of science textbooks on the students' perceptions, suggestions were given to further revise the 2022 revised elementary school science textbook currently being developed.

Do Reading Texts in Science Textbooks Contribute to Values Education?

Do Reading Texts in Science Textbooks Contribute to Values Education?

Environmental Content as a Part of Science-Oriented Sustainable Development Goals in Grades 6 and 7 of Slovenian Primary School: An Analysis of Science Textbooks

Slovenian science education in Grades 6 and 7 (11- and 12-year-old students) of primary school focuses on the integration of various science subjects. According to the current Slovenian science curriculum, environmental concepts, as a part of science-oriented sustainable development goals, are an integral part of the subject of science. In 2026, a new science curriculum will be introduced in the education system to provide students and teachers with competences for sustainable development. Consequently, the aim of this study is 1) to analyse old (valid prior to the 2010/2011 school year) and current 6th and 7th-grade Slovenian science curriculum for primary school from an environmental and sustainability perspective, and 2) to investigate textual and pictorial material of four 6th grade and four 7th grade textbooks available for students in the current school year (2023/24) of primary school, that relate to environmental content, as well as their overall structure. The analysis of the textbooks showed that all textbooks explain some environmental topics recommended by the national curriculum. The text is supported by pictorial elements that present phenomena with realistic pictures on the macrolevel. The present study suggests that some environmental content is present in 6th- and 7th-grade science textbooks that are consistent with the learning goals of the curriculum but that a significant amount of sustainability content is missing. For this reason, the curriculum reform currently underway in Slovenia should more clearly include the implementation and thoroughly consider the integration of science-oriented sustainable development goals into the science curriculum in Grades 6 and 7.

Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study

AbstractCreating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegitimate forms of teleological explanations in school physics and biology textbooks. An ongoing debate exists about the legitimacy of teleological explanations, that is, explanations which account for a phenomenon by reference to a final end, purpose, or goal. Until recently, researchers tended to view teleology as an illegitimate form of scientific explanation. Recent theoretical cases in biology and physics have emphasized that legitimate teleological explanations exist in both domains. Eight science textbooks used in England and internationally were analyzed for instances of teleological explanations. The analysis reveals the efficiency of the text-mining approach for automating the analysis of textbooks and its potential as a research approach in science education. In considering text mining as a research approach, we report terms that are likely to be associated with legitimate teleological explanations. We found that legitimate teleological accounts are used by textbook authors, and we present novel categorizations of these forms of explanation. We argue that text mining can be a useful approach in science education research and our findings suggest guidance for both textbook writers and teachers related to their selection of legitimate explanatory forms.

Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues

Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues

Redefining the scientific method: as the use of sophisticated scientific methods that extend our mind.

Scientific, medical, and technological knowledge has transformed our world, but we still poorly understand the nature of scientific methodology. Science textbooks, science dictionaries, and science institutions often state that scientists follow, and should follow, the universal scientific method of testing hypotheses using observation and experimentation. Yet, scientific methodology has not been systematically analyzed using large-scale data and scientific methods themselves as it is viewed as not easily amenable to scientific study. Using data on all major discoveries across science including all Nobel Prize and major non-Nobel Prize discoveries, we can address the question of the extent to which "the scientific method" is actually applied in making science's groundbreaking research and whether we need to expand this central concept of science. This study reveals that 25% of all discoveries since 1900 did not apply the common scientific method (all three features)-with 6% of discoveries using no observation, 23% using no experimentation, and 17% not testing a hypothesis. Empirical evidence thus challenges the common view of the scientific method. Adhering to it as a guiding principle would constrain us in developing many new scientific ideas and breakthroughs. Instead, assessing all major discoveries, we identify here a general, common feature that the method of science can be reduced to: making all major discoveries has required using sophisticated methods and instruments of science. These include statistical methods, particle accelerators, and X-ray methods. Such methods extend our mind and generally make observing, experimenting, and testing hypotheses in science possible, doing so in new ways and ensure their replicability. This provides a new perspective to the scientific method-embedded in our sophisticated methods and instruments-and suggests that we need to reform and extend the way we view the scientific method and discovery process.

The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students’ Stage

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.

(فاعلية توظيف برنامج (windows movie maker ) في تحصيل مادة العلوم والاستكشاف المتنوع لدى طالبات الصف الاول المتوسط )

The current study is limited to first stage intermediate female students in public schools, morning study, affiliated with the directorate of Education in Al-Qadisiyah, and the science subject (the last four chapters) of the first intermediate stage science textbook curriculum for the academic year 2022/2023. The researcher chose the quasi-experimental design with partial control (experimental and control groups) with a post-test for achievement and a varied exploration scale. Baghdad School for Girls was intentionally selected to represent the current study sample, and two sections of the first intermediate stage were randomly selected, including (85) female students, section (A) included (43) female students representing the experimental group, while section (C) included (42) female students representing the control group. The researcher equivalence the two research groups in variables (age, intelligence test, and mid-year scores). The researcher also prepared two tools; The first was the achievement test which consisted in its final version (40) multiple-choice objective test items with four alternatives. The apparent validity, content validity and reliability of this tool were verified. The difficulty, discrimination and effectiveness of the wrong alternatives for the objective test items were extracted. As for the second tool, it consisted of preparing the varied exploration scale, which consists in its final version (40) items. The apparent validity, construct validity was verified, and the reliability coefficient was found using the (split-half method and Richardson-20) equation. The researcher applied the experiment in the second semester of the academic year 2022-2023, and the experiment lasted (eight) weeks. The data were analyzed and processed using the Statistical Analysis Package for Social Sciences (SPSS) and the (Microsoft Excel) program, by using the t-test for two independent samples, the Pearson correlation coefficient, and the effect size. The researcher concluded the following results: 1- The result related to the first hypothesis regarding the achievement test results indicated that there is a statistically significant difference between the mean scores of female students of the experimental group who studied science according to the Windows Movie Maker program, and the mean scores of female students of the control group who studied the same material in the usual way in the achievement variable in favor of the female students of the experimental group. 2- The result related to the second hypothesis regarding the results of the varied exploration scale indicated that there are statistically significant differences between the mean scores of female students of the experimental group who studied science using the Windows Movie Maker program, and the mean scores of female students of the control group who studied the same material in the usual way in the varied exploration variable in favor of the female students of the experimental group. In light of the results, the researcher came out with a set of conclusions, recommendations and suggestions. Keywords :- Windows Movie Maker Program , achievement , diverse exploration

Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools

AbstractTextbooks have several important functions in science education. By interviewing six teachers, this study shows how secondary school science teachers perceive and use textbooks as resources, especially in inquiry teaching. The results show that textbooks aid inquiry teaching by offering teachers easily accessible suggestions for practical and inquiry activities in accordance with the curriculum to be implemented in science lessons in addition to presenting scientific content adapted to students’ level in which they can use to easily link theory to their practical inquiry. However, the use of textbook inquiry activities can restrict the degrees of freedom in implementing inquiries, as textbooks are perceived to rarely include inquiry activities with many degrees of freedom. In addition, some teachers adjust their textbook inquiry activities to have fewer degrees of freedom to meet the challenges they experience, such as time pressure and uncertainty about students achieving curriculum content knowledge goals. These results build important knowledge about textbooks’ role in planning and implementing inquiry teaching in science. They should be of interest to teacher education programme developers and textbook authors who desire to contribute to a more inquiry-oriented practice in school science teaching.

İlköğretim Hayat Bilgisi Kitaplarında Çevre Duyarlığının Yeri ve Önemi

In this research, environmental awareness, which is included in the scope of value education, was examined in the Life Sciences textbooks, which are taught as a pivot lesson from the 1st grade to the 3rd grade of primary school, where compulsory education begins in the Turkish Republic of Northern Cyprus. The research was prepared according to the qualitative research method. Content analysis method was used to analyze the obtained data. In accordance with the purpose of the research, primary school 1st, 2nd and 3rd Grade Life Sciences textbooks prepared for the 2022-2023 academic year were examined. The findings obtained from the research were divided into themes and tables were created in line with the themes obtained for each grade level. The findings obtained were supported by relevant visuals. As a result of the research, the most findings about environmental awareness were found in 3rd grade Life Science books, that is, the issue of environmental awareness was mentioned mostly in 3rd grade books. The most findings from the 3rd grade book belong to the visual field theme. The class with the least findings regarding environmental awareness is the 1st grade Life Sciences books. In the 1st grade Life Sciences books, where there were the least findings, the area where the most findings were obtained was again the visual area. In the light of the findings obtained in the research, it can be said that the Life Sciences books taught in the 1st, 2nd and 3rd grades of primary school are not sufficient to provide students with environmental awareness. When all the books at these three levels are examined, all themes other than the visual field have not been sufficiently processed and emphasized. At the same time, no activity was found in the books examined that would raise students to the practical level of environmental awareness. Depending on the findings obtained from the research, our suggestions include that the prepared life sciences textbooks should be rearranged on the subject of "environmental awareness and sensitivity" and include activities that will raise the students to the application level, and that these activities should be treated as a common theme not only in the life sciences book but in all courses. Key words: Life Sciences Textbook, values education, environmental awareness

Examination of Mathematics Concepts in the Third Grade Life Sciences Textbook According to Mathematics Acquirements from the 3rd Grade to the 8th Grade

The aim of the research is to determine the mathematical concepts in the third-grade life science textbook and to examine the relationship between these concepts and the mathematics achievements of the students from the third grade to the eighth grade. Document analysis technique, one of the qualitative research methods, was used in the research. As a document, the Pacific Publishing 3rd grade Life science textbook provided to public schools by the Ministry of National Education in 2021 was examined. In data analysis, descriptive and content analysis techniques were used according to the nature of the sub-purposes. In the study, as a result of examining the life science lesson in terms of mathematical concepts, "locating and drawing", "data analysis", "time calculations" and "basic mathematics knowledge" were determined as the themes. Categories related to these themes and related mathematical concepts forming the categories were determined in terms of unit and topic distribution. Four categories were determined in the research. These are “Direction and sketch drawing”, “table and graphic interpretation”, “time units" and “mathematical literacy and four operations”. When the units are evaluated together, it has been determined that there are 19 concepts related to mathematics in the third-grade life science textbook. It has been observed that "data analysis" has been found to be the theme most strongly linked to mathematics achievement, and it persists as a spiral of maths success across all grade levels.

Evaluation 7thGrade Science Textbook in terms of Learning and Innovation Skills According to Teachers' Opinions

Students, who are the designers of the future, need the forward-looking skills of the 21st-century to adapt to the changes occurring in our age and to be ready for the next educational institution or business life. 21st-century skills need to be integrated into the education system for individuals to gain them most effectively. Textbooks, which are frequently used by teachers and students within the scope of the education and training process, are of great importance in acquiring these skills. The aim of this study is to evaluate the secondary school 7th-grade Science textbook in terms of 21st-century learning and innovation skills in line with teachers' opinions. The study group consists of 30 Science teachers working in secondary schools affiliated with Gaziantep province in the 2021-2022 academic year and using 7th-grade Science textbooks. In the research, phenomenological design and qualitative research methods were adopted, and the data were collected with a semi-structured interview form consisting of 9 questions prepared by the researcher. The data were analyzed using content and descriptive analysis method. The study, in line with the opinions of Science teachers, was concluded that 7th-grade Science textbook does not fully develop 21st-century learning and innovation skills, insufficient, skills are distributed irregularly in the textbook.

Climate change content in Colombian schoolbooks

Education plays a crucial role in addressing the climate crisis, with textbooks serving as influential vehicles for shaping societal perspectives and students’ competencies. However, in Colombia as in many countries worldwide, no prior research has delved into the portrayal of climate change in school textbooks. In this study, we analyze 41 natural science textbooks, examining their treatment of climate change in terms of quantity, related topics, scientific validity (i.e. in line with the state-of-the-art knowledge in climate sciences), uncertainty (i.e. introduction of more substantial doubts or controversies than the ones exposed by climate sciences) and the use of iconography and activities. The results indicate that textbooks inadequately cover the topic, allocating on average less than one page of text to it, with simplistic and sometimes misguided approaches that overlook complexities and contextual variables. Although we observed correct scientific validity and low uncertainty levels in general, 10% of the books have low validity scores and close to 30% contain worrisome uncertainty. The iconography utilized fails to bridge the subject matter with national students’ experiences and activities predominantly focus on rudimentary cognitive skills. In summary, despite certain positive aspects (e.g. low levels of climate denial), Colombian textbooks still require more climate change content with growing complexity, to move beyond their function as mere information sources on climate change and to transform into effective tools for facilitating interaction between knowledge and students’ real-world experiences.

The Degree of Inclusion of Life and Career Skills in the Science Textbook for the 7thgrade

The Degree of Inclusion of Life and Career Skills in the Science Textbook for the 7thgrade

Developing Wordlist for Primary Science Textbooks in Dual Language Programme

Developing Wordlist for Primary Science Textbooks in Dual Language Programme

Female Students Low Enrolment in Science Subjects and Its Menace in Some Selected Secondary Schools in Fagge Zonal Education Office of Kano State-Nigeria

This study aimed to investigate the Female Low Enrolment in Science Subjects and its Menace in some Selected Secondary Schools in Fagge Zonal Education of Kano State. The survey was conducted among science-based Senior Secondary School two (SSS2) female students in five randomly selected senior secondary schools in the zone to ascertain the causes and improvements of low females’ students’ enrolment in science subjects. Twenty-five test item questionnaires based on six (6) factors of socio-cultural, parental, teachers, self, school environment and marital suspected to be capable of causing low enrolment in science subjects were formulated and used for the study. Two hundred and twenty (220) questionnaires were administered and one hundred and eighty (180) were returned. The data was analyzed with the aid of simple percentages as a statistical method. Results showed that of all the factors investigated, only parental, school environment and marital factors were implicated as the major factors for low female students’ enrolment in science subjects in the selected schools. The socio-economic status of parents, time allotment to household chores by married students, gender insensitivity, illustrations in science textbooks have also contributed to low enrolment of female students in science subjects. Contrary to expectations, socio-cultural, self and teacher factors were not major contributing factors to low female students’ enrolment in science subjects in schools in the zonal education office. In spite of the identified factors causing low enrolment of female students in science subjects in the study area, improvements in the enrolment can be achieved by payment of allowances to female science students to serve as motivation, enlightenment of both the parents and their female students on the importance of science to national development and provision of good science laboratories and facilities.