Science Textbooks Research Articles

Science textbooks as an education resources for sustainability: A content analysis

This paper presents findings from an analysis of 4<sup>th</sup> grade science textbooks used in the United Arab Emirates schools, using an analytical descriptive approach to examine their content in light of the sustainable development goals. The results reveal that the environmental dimension of sustainable development (SD) was the most frequently reflected upon in the textbooks, with an occurrence of 18.5%, followed by the economic dimension (11.7%) and the social dimension (4.9%). While the distribution of sustainability themes varied across the textbooks, all four textbooks included references to SD. However, the researchers find that the distribution of these themes was not even, with some themes being absent in some textbooks while being extensively presented in others. These findings suggest that while sustainability is present in 4<sup>th</sup> grade science textbooks, there is room for improvement in ensuring that all three dimensions of SD are adequately covered in these materials.

Impact of Performance Assessment on Ssii Students’ Interest and Academic Achievement in Physics, Chemistry and Biology In Katsina State, Nigeria

The study examined the impact of performance assessment on students' interest and academic achievement in physics, chemistry, and biology in Katsina State, Nigeria. The study included six (6) Government Secondary Schools in Katsina State, with a total of 180 respondents. About 100 students were chosen through simple random sampling. Data was collected using a self-designed questionnaire called Students' Interest and Academic Achievement in Physics, Chemistry, and Biology Questionnaire Test (SIAAPCBQT) with a reliability coefficient of 0.85 Cronbach alpha. Inferential statistics such as T-test and simple regression were used to analyze the data for significant impacts of performance assessment on interest. The results showed that students' interest in science subjects has a noticeably positive impact on their academic achievement. The study recommended providing new science textbooks and modern equipment in schools, as well as maintaining interactive assessment methods to promote students' interest and improve academic achievements.

Indian adolescents' perceptions of anaemia and its preventive measures: Aqualitative study.

High prevalence of anaemia is a severe public health problem in several low- and middle-income countries like India. A qualitative inquiry was designed to understand the perceptions of adolescents regarding anaemia and anaemia prevention measures. Convenience sampling was employed to recruit 39 adolescents (19 girls; 20 boys) from Tikari, India. Interviews were carried out in the local language, audio-recorded and transcribed verbatim. Hemoglobin concentration was also assessed from a single drop of capillary blood using the HemoCue, and the participants were asked to share their Science/Biology and Home Science textbooks. Interview data was analysed thematically. Descriptive statistics were used to examine the distributions of the hemoglobin data while textbooks were analysed using content analysis to verify the coverage of anaemia and anaemia-related matter. Seven themes were identified: (i) Poor understanding of the term anaemia; (ii) Minimal discussion about anaemia in classroom; (iii) Limited knowledge about symptoms of anaemia; (iv) Limited awareness about prevention and cure of anaemia; (v) Perception of iron folic acid and deworming tablets among students; (vi) Lack of contribution of health workers in the prevention of anaemia; (vii) No knowledge of 'Anemia free India' programme. More than half of the sample had anaemia (16.7% mild anaemia, 33.3% moderate anaemia, 2.8% severe anaemia). Content analysis revealed that there was limited discussion about anaemia in both Home Science and Science textbooks. Behavioural interventions should focus on inculcating healthy culinary and dietary practices and addressing the gaps in knowledge and understanding of anaemia and its prevention among adolescents.

Improving Use of Science Textbooks: The Case of Grade 7th Physics Textbook Used at One of Government School, Addis Ababa, Ethiopia

Improving Use of Science Textbooks: The Case of Grade 7th Physics Textbook Used at One of Government School, Addis Ababa, Ethiopia

Działalność naukowa i dydaktyczna doc. dr Ireny Radtke na Uniwersytecie im. Adama Mickiewicza w Poznaniu

Docent Irena Radtke (1923–2014) was an exceptional archivist and archival science teacher. This article, written to celebrate her 100th birthday, aims at highlighting her achievements as an academic and as a teacher. For her whole professional life, Irena Radtke was associated with the State Archive in Poznań and with Adam Mickiewicz University in Poznań. She juggled her duties as an archivist with her work as a teacher and scientist. She majored in history and classical philology, and in 1963, she obtained her Ph.D. in humanities. All her professional life, she was dedicated to conducting archival research. Her research interests mainly included the evolution of registry forms, registry systems (she was an expert in Prussian registry), archival methods, register and information equipment, biography studies, source science, and regional studies. She was a co-author of archival science textbooks for students and archivists. Her achievements in academia and science have greatly contributed to the development of archival studies in Poland. Her high scientific and professional qualifications helped her gain employment in 1976 at the Division of Archival Studies of Adam Mickiewicz University in Poznań, where she was also a lecturer and a tutor. She worked there until 1988. For many years, she was the backbone of archival studies in Poznań.

Dental anthropology and forensics: Answers to questions related to our past: Review of the literature

Dental science is directly correlated to anthropology, which is attributed to teeth's significant advantages and properties. Meanwhile, justice is better and easier served due to the contribution of forensic odontology. The aim of the present literature review is to present the decisive contribution of dental science to the investigation of human species' evolution, as well as to the demystification of criminal cases. A thorough research has been conducted in scientific databases and scientific textbooks related to our review. It is obvious that the assessment of gradual modifications in human dentition as time passes by is indicative of human species' evolution. Nowadays, it is feasible to determine an excavated skeleton's identity and, as far as the ancient civilizations are concerned, to investigate their intercultural relationships, their dietary customs and their oral health's status. With regard to forensics, the structure of cranial bones is of great assistance in demystificating legal cases. Forensic odontology provides forensic medical examiners with the opportunity to faster identify deceased people and more effectively examine abused victims. Certainly, radiographic techniques, such as periapical radiographs as well as modern radiographic methodologies (CT, CBCT, MRI), offer additional diagnostic information in forensics. So, methodologies introduced by dental science have become a remarkable assist in anthropological researches, as well as in forensics. Nevertheless, there can be noticed a limited application of forensic odontology's principles in Greece. This fact may be attributed to the technological capabilities of our country's forensic laboratories rather than the Greek experts' level of expertise.

Empowering Tomorrow A Systematic Approach to STEM Education Pedagogy for Achieving Sustainable Development Goals and Students' Conceptual Understanding

The purpose of this research was to compare three different approaches to STEM education in terms of their impact on students' retention of STEM concepts and their ability to apply those concepts in real-world contexts: project-based learning, problem-based learning, and inquiry-based learning. Sixty (60) students in 9th grade made up the study's research sample. A cooperative teacher assisted them in their education. Two groups were formed from the participants. In contrast to the experimental group, which received training based on STEM concepts, the control group received more conventional methods of instruction. A 2x3 factorial design was utilised in the quantitative and experimental studies. We used the conceptual understanding in STEM subjects test (CUSST) to quantify students' grasp of STEM concepts. The study's primary findings indicated that STEM instructional strategies increased students' conceptual comprehension. All three phases of teacher preparation (pre-service, induction, and in-service) should incorporate STEM (science, technology, engineering, and mathematics) instructional practices into the science curriculum and training modules. The incorporation of STEM fields has the potential to enhance science education programmes, methodology, textbooks, and curricula. Stakeholders may be able to use this study as a springboard to investigate current teacher professional development programmes for gaps.

Disaster Awareness and Education in Life Sciences and Social Studies Textbooks Used in TRNC

Eğitim, bireylerin toplumsallaşma sürecini sağlayan en önemli unsurdur. Günümüzde yaşadığımız hemen her sorunun özüne indiğimizde temel nedenin aslında eğitimsizlik olduğu görülmektedir. Dünyada yaşanan afetler esnasında meydana gelen çok büyük can ve mal kayıplarının temel nedeni de maalesef afet eğitimine yeterince önem verilmemesidir. Eğitim tüm alanlarda olduğu gibi afetler söz konusu olduğunda da önemli bir faktördür. Başarılı bir afet yönetimi için bireylerin küçük yaştan itibaren afet eğitimi almaları büyük bir önem arz etmektedir. Alınan afet eğitimleri sayesinde özelde bireyler genelde ise tüm toplum afetler karşısında organize hâle gelerek daha dirençli bir görünüm sergilemekte ve bunun sonucu olarak da sözü edilen can ve mal kayıpları en aza indirgenmektedir. Afet eğitimleri insanları, söz konusu afetlere nasıl müdahale edecekleri ve bu afetlerden nasıl korunacakları hakkında bilgilendirirken aynı zamanda afet sonrasında normal yaşama dönme hususunda da büyük kolaylık sağlamaktadır. Bu araştırmanın amacı, KKTC’de okutulan hayat bilgisi ve sosyal bilgiler (1.-5. Sınıf) ders kitaplarının afet bilinci ve eğitimi açısından incelenmesidir. Bu amaç doğrultusunda 2022-2023 eğitim-öğretim yılı itibariyle kullanılmakta olan hayat bilgisi ve sosyal bilgiler ders kitaplarında yer alan metin ifadeleri ve kullanılan görseller afet bilinci ve afet eğitimi açısından incelenmiş ve elde edilen veriler içerik analizine tabi tutularak yorumlanmıştır. İncelenen tüm kitaplar karşılaştırıldığında afetlerle ilgili en geniş bilginin Hayat Bilgisi 3-Birinci, İkinci ve Üçüncü kitaplarda olduğu görülmektedir. Afetlerle ilgili en az bilginin ise 4. ve 5. sınıf Sosyal Bilgiler kitaplarında olduğu görülmüştür. Her iki kitapta da sadece birer unsur yer almaktadır ve bu oldukça düşük bir sayıdır.

Tahlil Kitab Ilmi al-Shorfi Allafahu Abu Razin wa Ummu Razin Bi Ma’ayir at-Ta’lim al-Wathaniyah al-Indonisiyah

To get a decent and quality textbook, it is necessary to evaluate and analyze the book, where a quality book will help achieve learning objectives. The purpose of this research is to analyze 3rd edition of the book Shorof science for beginners by Abu Razin published by the Bisa Learning Center, whether the textbook meets BSNP standards based on aspects of material, presentation, language and graphics and whether the book is suitable for beginners. The type of research used is qualitative and bibliographic research which aims to analyze more deeply the book Shorof Science for Beginners by Abu Razin. The method used is documentation study and literature study. Based on the research results, the Shorof science textbook for beginners by Abu Razin is a book that meets BSNP standards and meets the quality of teaching materials based on aspects of material, presentation, language and graphics and is very suitable for use for teaching Shorof science for beginners. The weakness of this book is that there is no Glossary and Summary at the end of the discussion chapter.

Examination of Secondary School Science Textbooks in Terms of Values

Araştırmanın amacı, 2022-2023 eğitim öğretim yılında ortaokullarda okutulan 5, 6, 7 ve 8. sınıf fen bilimleri ders kitaplarında yer alan değerleri belirlemek ve bu değerlerin farklı yayınlara ait ders kitapları içindeki dağılımını tespit etmektir. Ayrıca milli, manevi ve dini değerlerimize aykırı değer durumları da incelenmiştir. Araştırmada, belirtilen sınıf düzeylerinde fen bilimleri dersinde okutulan yedi ayrı ders kitabı 27 değer üzerinden incelenmiştir. Ders kitaplarının giriş kısmında bulunan İstiklal Marşı ve Gençliğe Hitabede yer alan değerler incelemeye alınmamıştır. Nitel araştırma yöntemi kullanılan araştırmada veriler, doküman analizi kullanılarak analiz edilmiştir. Araştırma sonucunda ders kitaplarında sırasıyla en çok sorumluluk, çalışkanlık, duyarlılık ve yardımlaşma-dayanışma değerlerine yer verildiği tespit edilmiştir. Kitap içindeki değerlerin dağılımları arasında büyük farklar bulunduğu ve değerlerin konular arasında eşit dağılmadığı tespit edilmiştir. Alçakgönüllülük, selamlaşma, doğruluk-dürüstlük ve nazik olmak, misafirperverlik değerlerine ya çok az yer verilmiş ya da hiç rastlanmamıştır. Ders kitapları okuma metinleri ve görseller yönünden de incelenmiş olup duyarlılık, hoşgörülülük, sorumluluk değerlerine ve vatanseverlik, kültürel mirasa sahip çıkma, milli ve dini değerler ile ilişkili olan Türk İslam bilim dünyasından örneklere yer verildiği ancak bu örneklerin eşit şekilde dağılmadığı tespit edilmiştir. Araştırmada ulaşılan sonuçlar doğrultusunda, fen bilimleri ders kitaplarında değerler açısından inceleme yapacaklara ve fen bilimlerinde değerlerin aktarılmasını önemseyen eğitimcilere çeşitli öneriler getirilmiştir.

UNESCO and Intangible Cultural Heritage in Science and Social Studies Textbooks for the Fourth Grade of Elementary School

On the occasion of the upcoming twentieth anniversary of the adoption of the UNESCO Convention on the Safeguarding of Intangible Cultural Heritage, it is important to emphasise the role of intangible cultural heritage in preserving the identity of an individual nation. This paper analyses the Science and Social Studies textbooks for the 4th grade of elementary school. The aim of the paper is to determine the representation of intangible cultural heritage inscribed on UNESCO's list of cultural goods by analysing textbooks and to provide guidelines for approaching this topic. The review of textbooks revealed differences in the approach to coverage relating to content related to intangible cultural heritage in textbooks by different authors and different publishing houses. It was observed that different authors approach the topics of cultural heritage differently, and intangible heritage is represented differently in different textbooks. In the majority of textbooks, intangible cultural heritage inscribed on the UNESCO list is well presented, but it is mostly mentioned as such without additional explanations and visual representations. It is necessary to approach this topic in education in a way that will encourage students to be active and participate in preserving the intangible cultural heritage that is a part of each of them, with a textbook being just one of the available tools in the teaching process.

Investigating the Effect of Using an Interactive e-Book on Academic Achievement, Attitude and Motivation

This study aims to investigate the effect of using an interactive e-book in teaching the “Energy Conversions and Environmental Science” unit of the science course on the academic achievement, attitudes, and motivations of 8th-grade students. The study used a quasi-experimental design with a pretest-posttest control group. The participants of the research, which was carried out in the 2020-2021 academic year, consisted of 60 secondary school students studying in two secondary schools in the Muradiye district of Van. There were 32 students in the experimental and 28 in the control group. The unit, which lasted six weeks (24 lesson hours), was taught using an interactive e-book for the experimental group, while a science textbook was used for the control group. The “Energy Conversions and Environmental Science Achievement Test”, “Science Attitude Scale”, and “Motivation Scale toward Science Learning” were the three different data collection tools used in the study. The data were analyzed using an unpaired t-test, and it was found that while there was no difference in attitude or motivation between the experimental and control groups, there was a statistically significant difference in academic achievement. These findings are thought to be the result of the students’ anxiety because of the pandemic and the fact that the research was only conducted for one unit.

AN INVESTIGATION OF THE MIDDLE SCHOOL SCIENCE TEXTBOOKS IN TERMS OF CREATIVE THINKING AND CRITICAL THINKING SKILLS

The aim of this study is to investigate creative thinking and critical thinking skills through the tasks contained in 5th, 6th, 7th, and 8th-grade science textbooks in the 2020-2021 academic year. The research utilized document analysis as a qualitative method, and data were collected through the descriptive analysis method. In this study, themes related to creative and critical thinking skills were utilized from the '21st Century Learning and Innovation Skills Themes' developed by the researchers as the data collection tool to assess textbooks. The themes were generated based on a review of literature and verified by experts. The status of both skills in the textbooks was presented in tables for years and tasks; Science Engineering Applications and Activities. Although the number of Science Engineering Applications are lower than activities, they are more promising for these skills. The low frequency of themes emphasizing problems in both skills indicates a lack of challenging situations. The reason for the low frequency of themes in activities is that they primarily take the form of demonstration activities where students passive through auditory and visual means. As the years progress, both the number of tasks and the intensity of themes with which these tasks incorporate increases.

Analysis of Light-Related Visual Images Presented in Elementary School Science Textbooks in Korea, the United States, and Japan

Abstract Visual images are widely used in science textbooks to facilitate the understanding of abstract concept of light. This study aims to compare and analyze elementary school textbooks from Korea, the United States, and Japan, focusing on how visual images are utilized to effectively convey light-related content. The findings reveal that all three countries’ textbooks predominantly employ photographs as visual representations, primarily serving the purpose of providing data. Through a social semiotic perspective analysis, it was observed that science textbooks commonly utilize realistic images with metaphorical functions, presented at eye level angles, with intermediate distances, and frontal angles. Furthermore, the visual images employed various colors and background expressions to create a sense of familiarity for students. These findings suggest that the composition of visual images in science textbooks was designed to facilitate an easy understanding of light-related concepts.

Menalar Khayal

“Menalar Khayal” (Reasoning the Imaginaton) is an art project that tried to elaborate between fcton (imagining) and scientfc (reasoning) processes to create a series of artworks that illustrates a fcttous study about a creature named Megaptera novalevitae, a fctonal fying whale. The process of reasoning the imaginaton was a back-and-forth process and afected the creaton of the artworks. The artwork confguraton in this project tried to illustrate an idea about this fctonal creature. Then, it combined it with visuals that remind us of the illustratons from science or school textbooks. This approach was made to absorb audiences into the fctonal whale and develop their imaginaton and story about the creature. Using this approach, I also aim to create diferent kinds of storytelling using artworks. The visual presentaton in this project tried to bring audiences’ imaginaton to the illustratons or study propertes when technology was not so advanced and relied on people’s adept skills to illustrate and record their fndings. Therefore, this project used conventonal mediums: drawings, prints, and sculpture. This project departs from my imaginaton, partcularly having an interest in studies and observatons of the feld of science, especially biology and paleontology. In this project, the imaginaton is the main engine of the creaton process, as it needs to be equipped to read the works.

Using the delpha technique, to refined science lessons, activities, and local resources to create a science module for two female senior secondary students in Nigeria.

This article outlines how topics and related activities based upon elements related to interest and anxiety for Nigerian senior secondary school two (SS II) science textbooks were identified, which was part of greater study conducted which was aimed to ascertain the elements and contents connected to interest and anxiety in science learning of the Nigerian SS II science curriculum. First, an initial list of items, topics, activities, and local materials relevant to interest and anxiety was established. Second, using this list and a framework for relevancy and not relevancy of the elements, topics, connected activities, and local materials for SS II science Curriculum and School Textbooks were analysed. Third, based on this content analysis, a possible list of 40 different topics and their related activities for the inclusion of elements related to interest and anxiety was arranged. The list of the elements, topics related activities and local materials were refined by applying two-round Expert consensus which has been considered consistent in Delphi technique. The Expert’s consensus survey technique was employed to reach the level of consensus from specialists in the field of scientific education regarding the suitability of the items of the study (that is, aspects, subjects, related activities, and local materials in the SS II Nigerian science textbooks) that must be included. The results showed that of the element and 6 topics and related activities were 22 statements with options of “Yes” and “No” the higher percentages (%) of the experts responded “Yes” for round one. The results also indicated that of 24 statements for the suitability of the topics and related activities there are higher percentages (%) of “Yes”. This confirmed that the themes, related activities, and local community learning materials could be incorporated into the Science Education module for Nigerian SS II female students.

Analisis keterampilan sosial dalam dimensi hubungan teman sebaya pada buku ajar IPAS SD Kelas IV

<p>The aim of the study was to describe the social skills in peer relations contained in the textbooks of Natural and Social Sciences (IPAS) for fourth grade students in the Merdeka Curriculum. This research is included in the type of content analysis research. This research is a descriptive qualitative research, this is because this research describes the reality of social skills in peer relations. Data collection techniques used were document inspection and interviews. Data validity testing techniques use techniques to increase persistence and use content validity of logical validity types. This study uses the interactive data analysis technique of the Miles and Huberman model. The results of the study concluded that social skills in peer relations which consisted of indicators of positive interaction with peers and having empathy with peers were included in the learning activities in the Natural and Social Sciences textbooks for fourth grade students of Merdeka Curriculum Elementary School. However, the level of domination of the development of each indicator of social skills in peer relations varies. Overall, the development of social skills in peer relations in the Natural and Social Sciences Textbook for Grade IV students at Merdeka Curriculum Elementary School has an unequal and uneven distribution pattern.</p>

Glutathione: synthesis, mechanism of action, antioxidant and detoxifying role

Annotation. Under the conditions of entry of toxic substances into the body and activation of redox processes, compounds of natural origin with antioxidant properties are widely used to correct metabolic disorders. The purpose of the work is to conduct an analysis and systematization of basic and modern scientific sources of literature on the role of the glutathione system in the development of pathologies. For the scientific review, data from the scientometric databases PubMed, ScienceDirect, Web of Science, Google Scholar, etc. were used, and the analysis of scientific textbooks and monographs was carried out. Among water-soluble antioxidants, low- and high-molecular compounds containing SH-groups are popular in medicine, mono-, di- and tricarboxylic acids and other anions. Glutathione, a thiol-containing tripeptide, is the main endogenous non-enzymatic antioxidant that exerts cytoprotective and detoxifying properties. Various epithelial cells – enterocytes, endotheliocytes, alveolar cells of the lungs, epithelium of the proximal renal tubules, absorb and use glutathione most intensively, in particular, taken orally, so the idea of using glutathione in diseases of organs that actively participate in detoxification processes: kidneys, liver, lungs, as well as under the conditions of systemic diseases accompanied by endothelial dysfunction and oxidative stress – diabetes, atherosclerosis, nephropathy. Under physiological conditions, the body maintains a dynamic balance between the content of oxidants, which stimulate the processes of free radical oxidation of biomolecules, and the activity of antioxidant systems. But under the conditions of damage to any link of the living system, increased formation of reactive oxygen species (ROS) and inhibition of antioxidant systems contributes to the activation of free radical oxidation processes, the intensity of which depends on the concentration of oxygen in the tissues and on the enzymatic and non-enzymatic systems of antioxidant protection, which prevents the destruction of cells by active forms of oxygen.

Ontological assumptions on the introduction of the concepts of cells and the functioning of living beings in school textbooks

ABSTRACT Within the scope of this investigation, educational instruments grounded on materialist ontology were employed to undertake a semantic analysis of the concepts of cell and the mechanisms of living organisms as they appear in biology and natural science textbooks. Drawing upon the ontological categories applied to distinct biological system levels, our findings demonstrate that the dominant approach for introducing the concept of cell and living organisms is via a holistic approach. However, prevalent inaccuracies relate to the presentation of tissue or organ properties, which neglect to reference the types of cells and their interactions responsible for emergent properties at this level. Our findings suggest that the use of a holistic approach to teach the functioning of living beings, may partially account for the difficulties when transitioning between levels of reality to construct explanations by students in this field of study. Our work provides tools to transition towards a biology education with a systemic approach to the content of cells and living organisms.

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

This study aimed to explore the sequence of contents in the Primary science curriculum of Bangladesh at the intended level. The current Primary curriculum has been in implementation throughout Bangladesh since 2013 where all the students study ‘Science’ as a unified and compulsory subject at Primary level which consists of grade One to Five. There is no textbook of science for grade One and Two while National Curriculum and Textbook Board (NCTB) has developed teacher-manual for these grades. Science textbooks for grade Three, Four and Five have been developed and distributed by NCTB. The research questions of this study focus on how science contents are sequenced within a chapter of a specific grade and how science contents are sequenced vertically from one grade to another in the curriculum as well as in the textbooks. For conducting this study, qualitative research approach has been followed. Document analysis of the curriculum and textbooks has been done by adapting selected frameworks. A checklist which is based on the works of Print [9] has been used for exploring the principle of sequencing contents while a framework based on Bruner [21], Harden [17] and Johnston [18] has been used for exploring spiral-sequencing. This study finds that the intended Primary science curriculum and textbook is not fully well-organized in terms of sequencing. For sequencing content within a chapter, no principle is followed in most cases while ‘Simple to Complex’ principle has been followed in some cases. For sequencing contents vertically from one grade to another, ‘Simple to Complex’ has been followed or partially followed in most cases whereas no principle is followed in the rest. ‘Spiral sequencing’ is either partially followed or not followed in the curriculum and textbooks. As literatures emphasize on well-sequenced curriculum and textbook for ensuring successful and effective learning, this study recommends that curriculum developers as well as textbook authors may make efforts to make the science contents well-organized in the curriculum and textbooks by following the principles of sequencing.