Grade Textbooks Research Articles

Analysis of Secondary School Mathematics Textbooks in Terms of Estimation Skills

Bu araştırmanın amacı ortaokul matematik ders kitaplarında yer verilen tahmin beceri türlerini belirlemek, öğrenme alanlarına ve ders kitabındaki bölümlere göre dağılımını incelemektir. Araştırmada, 2020-2021 eğitim öğretim yılı içerisinde devlet ortaokullarında derslerde kullanılan, özel yayınevleri basımlı ve Milli Eğitim Bakanlığı onaylı matematik ders kitaplarından her sınıf seviyesi için birer adet örnek kitap olmak üzere dört kitap incelenmiştir. Araştırmada nitel araştırma desenlerinden doküman incelemesi kullanılmıştır. Bulgularda ders kitaplarında tahmine yer verilen içeriklerin 5. ve 6.sınıf seviyelerinde, 7. ve 8. sınıf seviyelerine göre daha yoğun olduğu tespit edilmiştir. Her sınıf seviyesinde en çok kullanılan tahmin türü işlemsel tahmin iken yığın tahminine sınırlı sayıda içerikte yer verildiği görülmüştür. Sayılar ve işlemler öğrenme alanı tüm sınıf seviyelerinde tahmin becerisi içeren tek öğrenme alanı olarak belirlenmiştir. Ders kitaplarında tahmin ile ilgili içeriklerin genel olarak alıştırmalar ve çözümlü örnekler gibi bölümlerde yoğun olduğu görülür iken etkinlik bölümlerinde çok az içerik olduğu hatta 7. sınıf ders kitabında hiç yer verilmediği görülmüştür. Özel yayınevlerinin hazırladığı ders kitaplarının incelenmesi ile ulaşılan sonuçlara göre ders kitaplarında yer verilen tahmin ile ilgili içeriklerin yeterli sayıda olmadığı görülmüştür. Bu araştırmaya MEB yayınevlerinin hazırladığı ders kitapları da eklenerek araştırmanın kapsamı genişletilebilir, ortaokul seviyesinde yapılan çalışma ilkokul ve lise seviyelerinde de yapılabilir. Ders kitaplarının tahmin becerisi bakımından nasıl bir gelişim gösterdiğini görmek açısından geçmiş yıllardaki ders kitaplarının incelenmesi araştırmacılara önerilmektedir.

Review of Primary School English Coursebooks in Terms of Creative Writing Activities

In this paper, the writing sections in Primary School English Coursebooks were reviewed to determine the creative writing activities and content analysis method was used in the context of document review. In this process, the coursebooks published by Ministry of National Education Publications and private publishing houses were both selected from each grade level. Results of the review showed that, creative writing types are not included enough in 4th, 5th, and 6th grade textbooks. Though 7th and 8th grade books have a large number of creative writing activities, they do not have enough genre types. In addition to that review, writing skill learning outcomes given in the syllabi and the writing activities in the books reviewed in this paper are also compared. After a comparison of the books of the publications was made, it is revealed that the private publishing houses’ textbooks have more types of genre than the other ones have.

Challenging the Status Quo: Critical Thinking Skills Integration in the EFL Curriculum of Young Learners

This study aimed to explore the level of critical thinking skills integrated into the tasks of the Omani English language curriculum of young learners. The study implemented a content analysis checklist that was based on the six critical thinking skills which were agreed upon by a group of international critical thinking experts and declared in the Delphi Report that was published by the American Philosophical Association (APA). The two textbooks of grade four, second semester (4B) beside the Teacher’s Book, were utilized as the sample of this analysis. Results of the study showed a low level of critical thinking skills integrated into the tasks of these textbooks as these tasks made up only (35.55%) of all the tasks in the textbooks. In addition, the self-examination subskill was highly represented compared with the other critical thinking subskills (20. 81%). Moreover, results showed that four of the critical thinking subskills (detecting arguments, analyzing arguments, presenting arguments, and self-correction) were absent from the tasks of both textbooks. Based on these findings several implications were addressed.

A Theoretical Evaluation of the English Textbooks for Grade 12 Students under the National Foreign Language Project 2008 – 2020

A Theoretical Evaluation of the English Textbooks for Grade 12 Students under the National Foreign Language Project 2008 – 2020

The Level of Including Common Skills in Mathematics Textbooks for Third Intermediate Grade in Saudi Arabia

The study aimed to identify the level of including the common skills approved by Education and Training Evaluation Commission (ETEC) as a part of a set of standards followed by the general education curricula in mathematics books for the third intermediate grade in Saudi Arabia. This study adopted an analytical survey approach. The population and sample of the current study comprised all the mathematics package books assigned to grade 9 students in the country for the academic year 2019-2020. The package was 18 books, containing students' book, workbook, teacher's manual, evaluation manual, teachers' resources for curricula activities. The researchers used an analysis card in light of common skills matrix approved by ETEC. The level of including the common skills in the books has been analyzed as per two aspects: the degree and the quality of inclusion. The study revealed that the extent of including common skills in these books was low (16.9%). Moreover, the quality of inclusion was also low (M= 1.2). The level and the quality of sixth common skills inclusion were as follows ; "critical skills and problems solving" level was moderate (41.9%), and the quality was also moderate (M=1.9), "creative thinking skill" level was low (12.4%) and the quality was moderate (M=1.8), "communication skill" level was low (27.5%), and the quality was also low (M=1.5), "technology use" skill level was low (6.8%), and the quality was also low (M=0.73), "self-learning" level was low (9.7%), and the quality was also low (M=0.74), and finally the level of "community cooperation and participation” was low (3.4%), and the quality was also low (M=0.41). In light of these findings, the study provides several recommendations. Of these notable ones are making use of the findings of the current studies by curricula developers and including the common skills in mathematics books. Keywords: Common Skills; national standards; Mathematics Textbooks.

과정드라마(Process Drama)를 활용한 초등영어 교육방안

Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were constructed using the fairy tale ‘Peter pan’ from the 3rd grade English textbook of publishing D. Additionally, various process drama activities(Pre-text, Mime, Improvisation, Teacher in role, Writing in role, Still image & Thought tracking, Hot seating) were introduced based on the context through the fairy tale(Peter pan) by composing three stages of Preparation Phase, Drama Scenes, and Reflective Phase for each lesson. Conclusions To develop primary school students' real English communication skills, it is necessary to move away from mechanical and formal memorization practice, and to provide context-based and real communication-oriented education through process drama education. In order for process drama education to be successful, teachers must break free from authoritarian attitudes and open education that can negotiate meaning with students must be supported.

A Theoretical Evaluation of the English Textbooks for Grade 12 Students under the National Foreign Language Project 2008 – 2020

A Theoretical Evaluation of the English Textbooks for Grade 12 Students under the National Foreign Language Project 2008 – 2020

The Extent to which Geometry Content in Palestinian Mathematics Textbooks and British Cambridge Textbooks Satisfy Multiple Representations as Suggested the Lesh Mode: An Analytic Study

This study aimed at comparing the extent to which the geometry content of both the Palestinian Mathematics Textbooks and the British Cambridge textbooks for grades (6-8) satisfy the standards the Lesh Model of Multiple Representations. The study used the qualitative analysis approach. It employed two standard analysis instruments based on Lesh Model of representations. Each consisted of two tools; one was used to assess the part dealing with content presentation, whereas the second was used to assess the part dealing with applications. The reliability and validity of both instruments were established. The results showed that Palestinian books and British Cambridge books were not in line with the Lesh model, because their content focused on specific representations only. On the other hand, there were stronger verbal and symbolic representations, images and figures, weaker real-life representations, inefficient 3-D modeling, and weak to non-existent translation between many forms of multiple representations Keywords: Lesh Model of Multiple Representations, mathematical representations, math textbooks, Cambridge books, Palestine

Analyzing Reading-Related Activities In English Textbook For Grade VIII And How The Texts Are Exploited In The Classroom

Some students still have challenges in reading, such as pronunciation, identifying the text’s content, and accent. Then students did not participate actively since there is still limited activities of reading conducted during the learning process. This study aimed at analyzing reading-related activities that are available in English textbook used for grade 8 students in SMP Cipta Dharma Denpasar and observing how the texts are exploited by teacher in English class. The subject of this study was an English textbook used in the school and English teacher.This current research used qualitative descriptive analysis as the research methodology. The data collection was done through observation of the English textbook and the teacher’s strategy in conducting the learning in the classroom. In analyzing the data, this study is involving four processess including data collection, data reduction, data display, and conclusion (drawing/veryfying). From the analysis of the English textbook, the results showed there are several reading-related activities available in the textbook namely skimming/scanning, reference activity, lexical item activity, activating, inferring, and questioning. The most frequent exploitation of text done by the teacher are short-answer activities, searching-selecting, completing, and matching activities. Therefore, this study suggests more research regarding the texts exploitation done by English teacher in different levels of schools and classrooms.

Enhancing Critical Thinking through Questioning: A Case of Teaching Short Stories

Using questioning techniques in teaching short stories is a tool to enhance understanding and higher order thinking. Questioning is believed to allow students to participate in the teaching learning process and helps to develop critical thinking skills. It is a reflective model that helps students to evaluate a shared experience or an event so that they can identify ways to improve or act. But many English teachers in Nepal do not teach the students how to ask the right questions. Instead, they provide answers only. Also, the classes teaching English as Foreign Language in our context are not equipped with adequate resources for teaching and learning activities. Such low - resourced classes can be made engaging and effective through questioning. On this background, this paper explores the role of questioning in teaching short stories and attempts to implement the questioning technique in a short story included in the English textbook of Grade 12 in Nepal. To implement the questioning technique, Bloom's taxonomy is used as a tool to propose the teaching of the short story “A Devoted Son” written by Anita Desai. This study is based on the empirical evidence of using questioning techniques in the real classes for a week in Koshi St. James School, Itahari, Sunsari. The study was conducted among 60 students of two different sections using diagnostic tests, observation and discussion tools. Result of this study reveals that the students in English classes are more engaged and activated through the questioning technique implemented while teaching short stories and other texts in contrast with the students who are taught without the questioning.

Dialogflow를 이용한 영어 교과서 연계 과제형 챗봇 개발

Objectives This study aimed to develop the task-based chatbots using elementary English textbooks in Dialogflow and discuss how it can be utilized within the task-based language teaching in the 2015 national English curriculum. Methods For this purpose, elementary English textbooks of 4th and 5th grade were chosen for writing scenarios between chatbots and learners and organizing the tasks. After this, chatbots were designed using Google’s API, Dialogflow. Results The results of this study are as follows: First, the preliminary task in the pre-task stage consists of unfocused task, ouput-based task, and information-gap task. Second, the main task in the task stage coincides to the preliminary task with further emphasis on a communicative activity. Third, exercise task in the post-task stage is made up of unfocused task, ouput-based task, and closed task. Conclusions This study will overcome the limitations of chatbots currently being used in practical setting. Through this study, chatbot-based foreign language learning is more stabilized than before in the future English education.

The State and Prospects of the Study of Russian Phraseology in the Sixth Grade of the Kyrgyz School

Paper we analyzed the state of affairs and outlines the prospects for the study of Russian phraseology in the sixth grade of the Kyrgyz school. The relevance of the research is determined by the fact that knowledge of phraseology by Kyrgyz students helps them to master the literary norms of word use, to make the most accurate choice of the optimal speech means of the language. Based on this, the purpose of this work is to study the content of Russian language programs and textbooks for the sixth grades of the Kyrgyz school, determine the availability and diversity of theoretical and practical material, as well as determine the level of proficiency in Russian phraseology by sixth grade students of the Kyrgyz school. To solve the problems of the study, the theoretical concept of “bilingualism” was analyzed, and the features of this linguistic phenomenon among representatives of the Kyrgyz culture were described. The results of the study made it possible to identify positive aspects that require improvement in the educational (theoretical and practical) material of textbooks on the topic “Phraseology”, as well as to determine the level of proficiency in Russian phraseology by sixth-graders of the Kyrgyz school. The study resulted in recommendations for building a methodological system for teaching Russian phraseology to Kyrgyz schoolchildren in order to improve their phraseological literacy.

Design of Augmented Reality-Based Thematic Textbooks to Improve the Literacy of Elementary Students

During the pandemic, breakthroughs in learning were required, one of which was the conversion of printed versions of traditional teaching materials into digital teaching materials. While there were many digital textbooks or e-books available on the internet, there was no SD thematic material packaged digitally based on augmented reality and capable of displaying an engaging, augmented reality for students. This augmented reality-based thematic textbook could help elementary students understand basic thematic material, and its products could be installed on all students’ computers and smartphones, making learning more enjoyable. The research method of this study was based on the ADDIE R&D model (analysis, design, develop, implement, and evaluate). Elementary thematic textbooks from various publishers were analyzed, which revealed that no national publisher has produced augmented reality-based elementary thematic textbooks for grade 1. Following that, four chapters of augmented reality-based elementary thematic textbooks were designed, which were validated by learning material and learning media experts with scores of 90 and 92, respectively, indicating that this product is suitable for limited testing in elementary schools in Semarang and its environs. This augmented reality-based elementary thematic textbook is effective because it displays augmented reality, pictures and fun music.
 Keywords: design, elementary thematic textbooks, augmented reality, ability, student literacy

The Availability of Critical Thinking Skills in the Arabic Language and Islamic Education Textbooks of the Third Grade Depending on their Teachers’ Point View in Jerash

This study aimed at investigating the availability of critical thinking skills in the Arabic language and Islamic education textbooks depending on their teachers’ point of view in Jerash Governorate. The researchers have used the functional analytical approach. They prepared a questionnaire that consisted of 36 paragraphs which have targeted four skills, and the sample consisted of 97 female teachers. After finding the arithmetic mean and the standard deviation of the four skills, the results revealed that the targeted skills are highly present in the Arabic language and Islamic education textbooks according to their teachers’ point of view. Accordingly, the researchers recommended conducting more studies that investigate critical thinking, and training the teachers to teach it, as well as to involve teachers in the process of composing school textbooks.

IMPLEMENTATION OF THE CROSS-CUTTING LINE “ENTREPRENEURSHIP AND FINANCIAL LITERACY” DURING THE STUDY OF FUNCTIONS IN PRIMARY SCHOOL

The purpose of this study is to highlight the methodology of working on tasks, the solution of which contributes to the implementation of the cross-cutting line “Entrepreneurship and financial literacy” during the study of functions in basic school. Analysis, synthesis, comparison, and generalization were used to achieve this goal. The article examines the essence of the cross-cutting line “Entrepreneurship and financial literacy”. The mathematics curriculum and the content of algebra textbooks for basic school were analyzed in relation to the study of the “Function” content line. It has been clarified which applied problems students should be able to solve when studying functions. It was established that in the analyzed textbooks for grades 8–9 there are practically no problems, the solution of which would contribute to the implementation of the cross-cutting line “Entrepreneurship and financial literacy”. At the same time, the possibility of implementing an end-to-end line “Entrepreneurship and financial literacy” in the process of studying functions in grades 7–9 is substantiated. The means of such implementation are, mainly, calculation tasks, “reading” graphs of functions, research, and constructive tasks. A methodology for solving such problems is proposed. It is shown how problems of one type can be converted into problems of another type by changing the question. The author’s problems are given, and the method of solving them is proposed. It is indicated in what types of lessons it is appropriate to use this or that task. It was concluded that solving the proposed problems contributes to the formation of students’ understanding of the financial sphere of society, the development of the ability to apply the acquired knowledge in various situations. Financial education will help in the future to increase the well-being of the family, contribute to the economic growth of the country and the development of financial relations in society.
 Keywords: function; key competencies; cross-cutting content lines; entrepreneurship; financial literacy; basic school; algebra; task.

Reading Related Activities in English Textbook and How the Texts are Exploited in the Classroom

Reading comprehension skill is an important requirement that must be possessed by students in learning English. To support students’ reading skill development, the role of the teacher and the learning materials are crucial. This study is an attempt to describe the reading related activities in English text book for Grade 9 and how the texts are exploited in the classroom by teacher. This study uses a descriptive qualitative which analyze the textbook used by the students and observe an English teacher who teach the ninth grade. The data of this research collected through document analysis, classroom observation, and interviews. The data were analyzed through four processes of data analysis which involved data collection, data reduction, data display and conclusion. The study found that, there are five types of reading related activities contain in English textbook namely: skimming/scanning activities, lexical items activity, linking words activity, activating activity, and questioning activity. Besides that, the most frequent exploited text done by the teacher in the class are completing activity in the form of fill the blank, grammatical words activity, and identifying order of event activity. This research was limited in time, number of subjects and data source so further research is suggested for more generable findings.

2015 개정 교육과정에 따른 초등학교 3, 4 학년 국정 과학 교과서와 검인정 과학 교과서 삽화 및 발문 비교 분석

This study compared and analyzed the types of illustrations and the functions of basic science process skills in the questionnaire of elementary school science textbooks for 3rd and 4th grade according to the 2015 revised curriculum and science textbooks authorized by ice cream media. First, in the type of illustration and the type of illustration by subject area, both elementary school science textbooks and authorized science textbooks had the highest proportion of photography. Second, in the function of the basic science process skills shown in the questionnaire, observation accounted for the highest proportion of both elementary school science textbooks and authorized science textbooks. Third, in the material domain, the proportion of observation and life area was high, and the proportion of communication increased in the motion and energy domain, and in the earth and space domain. Through this study, we will present changes and flows in textbooks according to the conversion to authorized textbooks, provide basic data to effectively use accredited science textbooks reflecting the 2015 revised curriculum, and suggest implications for effective science teaching and learning.

국내외 초등학교 영어 교과서에 나타난 2015 개정 영어과 교육과정 의사소통 기능의 사용 분포 비교

This study examined the usage of communicative functions stipulated in the 2015 revised national curriculum of English in domestic and abroad elementary English textbooks. To this end, communication functions used in the domestic 5th and 6th-grade elementary school English textbooks were compared. Next, one domestic 6th grade textbook and one 6th grade textbook in the United States, China, and Singapore each were selected and analyzed to compare the usage of communication functions used in the four textbooks. The results show that in the comparison of the 5th and 6th-grade textbooks, more diverse categories of communicative functions were used as the grades went up, and even within the same communicative function category, the 6th-grade textbook contained more diverse communicative functions. Additionally, in the comparison of the domestic and abroad textbooks, it turned out that in Korea’s textbook, the proportion of ‘persuading, and advising,’ ‘socializing,’ and ‘constructing discourse’ was relatively high, and that of ‘expressing knowledge, memory, and belief,’ ‘expressing one’s will,’ and ‘expressing emotions' was relatively low. In addition, Korea’s textbook showed the lowest TTR value in terms of the communication function subcategory, which suggested that it is necessary to use more diverse expressions included in the communication function when developing English textbooks. In conclusion, some implications were also presented.

Human and Social Values Included in EFL Curricula for Basic Stage in Jordan

The study aims to indicate the most important human and social relations values included in the English language curricula for the basic stage in Jordan. To achieve the study objectives, the researcher prepared a checklist consisting of (17) values. The results indicate that there are (2744) human and social relations values in the English language textbooks of the basic stage in Jordan. This is due to the fact that textbooks encourage communication with others, in addition to the adaptation and integration with them, which is the goal of the educational process. Also, the textbooks of the 6th grade contained the highest repetition of Human and Social Relations values, while the textbooks of the 2nd grade contained the lowest repetition of the same values.

Training of environmental skills for 12th grade students, with application in the local horizon of the Nistru river on the Anenii Noi district sector

The article reflects methodological and practical aspects of training environmental / ecological skills of students in the 12th grade of LT ,,Olimp”, Puhăceni village, Anenii Noi district. The content refers to the normative requirements of the national curriculum in Geography, highlighted as specific competencies. These competencies are developed not only by studying the content of the textbook for the 12th grade and school atlases as teaching materials, but also by studying some legislative acts, an example being Law no. 440 of 27.04.1995, regarding the areas and strips for the protection of river waters and water basins. The consolidation of environmental / ecological competence was achieved through research in the local horizon in the protected area of ​​the Dniester River, through visual analysis and assessment of environmental components in relation to the articles of law studied. The students participated in several activities related to the sanitation and arrangement of the researched territory, in informing and raising the awareness of local public authorities and the community members regarding the most obvious forms of negative impact on the environment.