School Textbooks Research Articles

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.

“Minorities”, the nation and Europe in the history textbooks of Germany, Spain and Turkey

A feature of the concept of “minorities” is the invisibility and stigmatization of communities, more so within the idea of the nation. The European Union project stimulated new vistas, and offers challenges to reconcile peoples under a new political, social and economic concept. However, in the midst of crisis and war in Europe, mistrust and hostility are increasing, incited by right-wing populism and nationalism and these aims of the last century are slowly making their way into history textbooks. This article analyses the representation and construction of these complex concepts in eight German, Turkish and Spanish secondary school history textbooks. In times of strengthening nationalism, it is also discussed here whether the representations convey essentialist ideas and imperialistic structures hidden between the lines in school textbooks, or whether they reflect the concept of “minorities” as a component of a pluralistic and hybrid European society. The research is divided into two areas: 1) A quantitative analysis of textbooks: A comparative research will be carried out on the representation of 'minorities' in English, German, Turkish and Spanish history textbooks. The textbook research is temporally limited to the period from the sixteenth until the twenty-first centuries.

Investigating Teachers’ Attitudes towards the Incorporation of Global Education within the English as a Foreign Language (EFL) Context “Ticket to English” textbook as a case study

This study examines the investigation of the integration of global education within the Moroccan English as a Foreign Language (EFL) context, focusing on the attitudes and perceptions of EFL teachers toward the inclusion of global issues and values in secondary public school textbooks. Utilizing a quantitative research methodology, the study employs surveys and questionnaires to gather insights from a carefully selected participant pool. The findings reveal a spectrum of perspectives among teachers, with some emphasizing that integrating global values enhances learners' global awareness and fosters global citizenship. In contrast, others express concerns that such inclusions may aim to assimilate learners into a homogeneous global culture, potentially suppressing local and national identities. Notably, the study underscores the perception that global education is viewed by some as ideologically driven rather than educationally motivated, prompting critical reflections on the underlying principles guiding these integrations and their alignment with broader educational goals. This article contributes valuable insights for curriculum development and pedagogical considerations in the context of global education in Morocco's EFL classrooms.

ANALYSIS OF THE MATERIALS OF ISLAMIC RELIGION EDUCATION THROUGH THEOLOGICAL APPROACHES: STUDY OF THE ISLAMIC RELIGIOUS EDUCATION AND CHARACTER TEXTBOOK FOR GRADE 1 OF ELEMENTARY SCHOOL

This research is qualitative research with a literature review approach by examining PAI content in PAI textbooks and Class 1 Elementary School Characters in a theological context. The objectives include: 1) carrying out theological categorization of the content of Islamic Religious Education in the textbook Islamic Religious Education and Character Class 1, 2) classifying the material in the book based on a theological approach, and 3) exploring its relevance. PAI content in the book is aimed at contemporary Islamic education. The primary data source for this research is the PAI and Character Class 1 Elementary School Textbook written by Nurzakun & Santoso (2021). The analysis technique used is content analysis. The findings of this research indicate that: 1) the content of PAI in the PAI and Character textbooks for Grade 1 Elementary School can be considered comprehensive and presented in simple language to facilitate students' understanding; 2) The contents of the book cover theological themes, with the main focus on theocentric themes; 3) Holistically, the PAI content in this book can be seen as relevant and significantly contributing in a theological context. This study contributes to a deeper understanding of PAI content about theological aspects, thereby increasing understanding in this academic domain. The implications of this research are: 1) Relevance of learning, 2) Development of character textbooks, 3) Development of professional teachers, 4) Curriculum development, 5) Increasing understanding of Islam, 6) Involvement of parents and the community in the implementation of education.

The Brest Church Union as Depicted in Belarusian School Textbooks Published in 2017–2021

The article examines the content of Belarusian school textbooks, particularly focusing on how they depict the establishment, functioning, and abolition of the Brest Church Union. The timeframe for textbook publication (2017–2021) is specified to reflect the current educational materials used by Belarusian schoolchildren at the time of writing the article. The teaching of history in Belarusian schools is divided into two main directions. The first direction (grades 5–9) presents history at a simpler level, focusing more on facts, dates, and event descriptions. The second direction approaches history at a more theoretical level, emphasizing cause-and-effect relationships and trends. To comprehend the portrayal of the Brest Church Union in school textbooks, it’s essential to analyze texts from both educational directions, comparing their presentation of the material and summarizing the findings. Textbooks for the 7-th (1st direction) and 11-th (2nd direction) grades consider the introduction of the Brest Church Union and its spread until the end of the 18th century. Both textbooks provide similar assessments of the union. They acknowledge that the union was forcibly imposed on the local Orthodox population and cite historical documents as evidence. However, both textbooks attempt to justify the negative reaction of the population towards the union by citing the excessive use of violence by the Uniates and the Polish government. Both textbooks suggest that if the union had been introduced through more humane methods, there would have been less mass resistance to its adoption. This contradicts historical sources, which provide examples showing that resistance to the union began immediately, even before the Polish government had fully implemented coercive measures. The claim that the union served as a barrier to Polonization and Catholicization lacks support from historical documents. Both textbooks exhibit contradictions when attempting to substantiate these assertions. The claim in textbooks that the union preserved the linguistic and cultural traditions of the people is also unsubstantiated. The textbooks for the 8-th (1st direction) and 11-th (2nd direction) grades depict the evolution of the union from the late 18th to the first half of the 19th century, culminating in the Polotsk Church Council of 1839. The textbook for the 8-th grade follows the ideological narrative established in the 7-th-grade textbook. To support the argument that the majority of Uniates were unwilling to convert back to Orthodoxy in the late 1830s-, the authors rely on documents from an earlier period and reference historical sources detailing specific instances, attempting to generalize these cases as indicative of broader trends. There are no documents confirming widespread resistance to the decisions of the Polotsk Church Council. Therefore, the textbook may utilize documents from other eras or specific cases to illustrate this point. The textbook for the 11-th grade provides a more accurate depiction of the Polotsk Church Council. It was published following the Belarusian authorities’ decision to revise the school history curriculum in response to the mass protests of 2020.

PROFESSIONAL MOTIVATION OF STUDENTS AS A FACTOR FOR INTEGRATING FUNDAMENTAL AND CLINICAL DISCIPLINES IN HIGHER MEDICAL EDUCATION

This article addresses the pressing issue of medical education: the integration of fundamental and clinical disciplines. Given the rapid pace of scientific and technological advancements, the professionalism of modern doctors largely relies on their natural and scientific training, which begins in the early stages of medical university education. Medical and biological physics play an important role in this training, but integrating them into medical education is challenging due to the complexity of the discipline's content, which students must grasp at the outset of their education, and the lack of understanding among first-year students about the connections between physics, mathematics, and medicine. The article discusses various approaches to teaching medical and biological physics, focusing on creating professional motivation among students to master fundamental sciences. It highlights the example of designing an X-ray computed tomography (CT) scanner as a means of motivating students to excel in their studies. The importance of leveraging students' prior knowledge from school textbooks on physics, biology, and chemistry to solve tasks fundamental to clinical practice is emphasized. Using the practical lesson topic “Physical foundations of X-ray diagnostics and X-ray therapy” as an example, the article demonstrates the need to focus on the properties of X-ray radiation relevant to medical applications, such as rheography, fluorography, and CT scans. Professional motivation is further enhanced through activities like participating in a biophysics scientific circle and visiting university clinics and training centers, where students can witness the practical application of their theoretical knowledge. The article underscores the importance of integrating fundamental and clinical disciplines while adhering to pedagogical principles such as scientific rigor, continuity, and consistency.

Bringing cell biology into classroom: tips to culture and observe skeletal muscle cells in high school and college

Watching living cells through a microscope is much more exciting than seeing pictures of cells in high school and college textbooks. However, bringing cell cultures into the classroom is challenging for biology teachers since culturing cells requires sophisticated and expensive instruments such as a CO2 incubator and an inverted phase-contrast microscope. Here, we describe easy and affordable methods to culture and observe skeletal muscle cells using the L-15 culture medium, tissue culture flask, standard dry incubator, standard upright microscope, and modified Smartphone microscope. Watching natural living cells in a “Do-It-Yourself (DIY)” way may inspire more students’ interest in cell biology.

Shaping historical consciousness: the language of Armenian genocide denial in Turkish school textbooks

ABSTRACT This paper investigates the depiction of the Armenian Genocide in Turkish textbooks and examines correlations between changes in Turkish political dynamics and their impact on these educational resources. It analyzes concepts, methodologies, and linguistic constructs used to describe the ‘1915 incident,’ tracking their evolution from 1980 to the present. The study also considers how events like the 1980 coup d’état, rising nationalism, and the Islamization of politics influenced textbook content, alongside changes during Turkey’s bid for European Union membership. Despite a stated aim of historical accuracy in these textbooks, the research hypothesizes that their content is significantly shaped by the prevailing political climate. This work provides insights into the complex relationship between politics and historical representation in educational materials.

Die Korrekturfunktion von Bildungsmedien. Skizze einer Sensibilisierung für den antisemitismuskritischen Umgang mit Bildungsmedien für den Religionsunterricht

Abstract The article discusses criteria for better educational resources on the critique of antisemitism in religious education. The thesis is formulated that religious education has a corrective and broadening function with respect to perceptions of everyday experiences. Considering examples from school textbooks, the article argues for educational resources that take seriously both everyday experiences of antisemitism and the critiques of antisemitism in religious education.

Study of the Presentation of Cultural Elements in the PEP English Textbooks for Junior Middle Schools

With the increasing impact of globalization, the cultivation of cultural awareness and cross-cultural communication skills has become more and more important in English teaching. Textbooks play a crucial role as materials and carriers for English teaching. The way in which Chinese and foreign cultural elements are distributed and presented in textbooks can significantly affect students' learning of cultural knowledge and the development of their cultural awareness. To enhance students' cultural awareness, this study analyzed the cultural elements in PEP English textbook for junior high schools. The statistical results indicate that this textbook predominantly features Chinese culture, followed by British and American cultures, with non-target language cultures being the least presented. The presentation of cultures is primary through pictures and texts. The distribution of cultural elements is not balanced, and there is less cultural knowledge in the first book of the seventh grade. To address this issue, it is suggested that textbook writers should pay attention to the presentation of non-target language cultures, innovate the forms of cultural presentation, and distribute cultural knowledge. Teachers should strive to enhance their cultural literacy, deeply explore cultural elements, innovate cultural teaching methods and enhance students' cultural confidence. The aim is to deal with the cultural knowledge in the teaching materials scientifically and further develop students' cultural awareness.

Civics Textbook Supplement Design Based on Pancasila Student Profiles to Increase Student Activity

The condition of diverse learning needs and the rapid development of education requires textbooks prepared by the government to meet learning standards that are expected to fulfill the success of learning activities in schools. The results of the needs analysis of the Civics Junior High School Textbook in Bandar Lampung City show that there is a need for a complementary textbook that is expected to support typical Civics learning activities. This research method is a development research used to produce certain products, and test the effectiveness of these products. The development model and procedures used in this study are divided into 4 stages, 1) Needs Analysis Stage, 2) Product Design Stage, 3) Validation and Evaluation Stage, and Final Product Stage. The results of this study show that the use of textbook supplements has a significant impact on students' understanding and learning outcomes. Effectiveness testing shows that the average formative test results for students who use digital map learning are greater than the average formative test results for students who use conventional learning. Efficiency testing can be concluded that Civics learning, especially the material displaying a positive attitude towards the flow of drafting the foundation of the Indonesian state and norms in everyday life using textbook supplement learning has the efficiency of saving more time than learning that does not use textbook supplements. It can be concluded that students' attitudes towards the attractiveness of digital map learning that has been applied in experimental classes have a positive impact on learning outcomes.

외국 교육과정 자료 및 공학 도구 사례 분석을 통한 사분위수 지도 방안 탐색

Objectives This study examined elementary and secondary school level curriculum materials from major contries and technological tools and attempted to derive pedagogical implications for teaching the concept of quartile in mathematics education in Korea. Methods To this end, this study collected primary and secondary curriculum data from nine representative countries and examined how each country deals with quartiles from various aspects. In addition, 13 types of technologicla tools were selected for analysis and then it was confirmed which quartile calculation method each technology follows. Results As a result, most countries first introduced the concept of quartile in the 8th and 9th grades of middle school. In addition, it was confirmed that the concept of quartile was included in the ‘spread of data’ or ‘measure of dispersion’ section. Also, it was confirmed that the method of stating the definition of quartile in most countries' curriculum materials is common, and the method of calculating quartile is also the same as M2. Meanwhile, differences were identified in the way each technology defines the calculation of quartile, but when analyzed by dividing them into three categories according to the purpose of use, several common characteristics were discovered. Conclusions Based on the results of this study, suggestions for quartile instruction were presented in mathematics classes and the writting of middle school textbooks according to Korea's 2022 revised mathematics curriculum.

The Effect of Teaching Materials for Chemical Equilibrium Based on Spiritual Values on Student Learning Outcomes in the Guided Inquiry Learning Model

This research was motivated by the low learning outcomes and spiritual attitudes of students. This research aims to determine the effect of chemical equilibrium teaching materials based on spiritual values on student learning outcomes and students' spiritual attitudes in the guided inquiry learning model, as well as seeing the relationship between students' spiritual attitudes and student learning outcomes. This type of research uses research methods using a sample of 60 students. The data collection methods used were (1) interview observation, (2) student spiritual questionnaire, (3) test instruments. The results of the research show that chemical equilibrium teaching materials based on spiritual values in the guided inquiry learning model have an influence on students' learning outcomes and spiritual attitudes. The research results stated that there was a difference between classes that used high school textbooks on the subject of chemical equilibrium and classes that used chemical equilibrium teaching materials based on spiritual values, namely sig (2-tailed) < 0.05 or 0.007 < 0.05. Furthermore, there is also the influence of chemical equilibrium teaching materials based on spiritual values on students' spiritual attitudes by looking at the difference between before and after being given treatment, where the sig value (2-tailed) > 0.05 or 0.000 < 0.05 means that the chemical equilibrium teaching materials are based on Spiritual values that have been validated by expert validators can develop students' spiritual attitudes. Apart from that, there is also a relationship between students' spiritual attitudes and the learning outcomes of students who are taught using chemical equilibrium teaching materials based on spiritual values in the guided inquiry learning model where the sig value (2-tailed) < 0.05 or 0.024 < 0.05.

The nonhuman animal in social studies: Using critical animal studies for empathy

Despite the many contributions of nonhuman animals in history, nonhuman animal representations are seldom crafted with care and accuracy in curricular texts. Because of the anthropocentric vantage point of textbook creation, the nonhuman animal is often portrayed as an object, but as our relationship with the nonhuman world continues to deteriorate, we need now more than ever to consider the agency and subjectivity of nonhuman entities across time and space. In this article, I will use critical contextual analysis as a research method to examine the representation of the horse in a commonly used textbook in middle and high schools in the United States titled World History: Patterns of Interaction to raise larger questions about how to engage with nonhuman animal presence in history with students. Using critical animal studies as a theoretical framework to illuminate the data, the findings reveal that the horse is depicted as agentless and is shown merely as a means for human animals to expand empire and perpetuate social norms. The exploration identifies a gap in the social studies scholarship that neglects the historical contributions of nonhuman animals in curriculum. This article will argue that juxtaposing anthropocentric curricular texts such as the one under investigation with narratives that illuminate nonhuman animal subjectivity is essential for building a more empathetic world and for cultivating a more inclusive historical narrative.

The Portrayal of Russian History of the 20th century in DPRK School Textbooks

The Portrayal of Russian History of the 20th century in DPRK School Textbooks

Student's Belief Of Reading Material Used In Vocational High School Textbook

Reading text is one of the learning materials in English subjects providing information that supports the achievement of learning goals. This study aims to find out students’ beliefs about reading material in a vocational high school textbook. the participants were gained randomly from the fourteen students of a vocational high school in Lampung province. To collect the students’ beliefs, the researcher used a questionnaire adopted from Horwitz (1989) . The results of the questionnaire show that the highest score of student’s belief was “Language Learning and Motivation” (96%), followed by “Language Learning and Communication Strategy” (85%), “Belief of Language Aptitude” (73%), “Belief of Nature Language Learning” (70%), and “Difficulty of Language Learning” (69%).

VERB STRESS IN "THE FIRST READER FOR PUBLIC SCHOOLS" BY A. KRUSHELNYTSKYI, O. POPOVYCH, B. LEPKYI (1918)

The article traces the peculiarities of verb stress in "The First Reader for Public Schools" authored by A. Krushelnytskyi, O. Popovych, and B. Lepkyi (1918), which was one of the official textbooks for Ukrainian-speaking schools during the time of Austria-Hungary. The proposed publication introduces the textbook by the mentioned authors into the scientific linguistic circulation in the accentological aspect. The article identifies historically formed accentuation models, analyses the degree of their compliance with the norms of the time recorded in Western Ukrainian dictionaries and grammars of the late 19th - early 20th century, determines the possibility of their application in the modern literary language. Research Objective: To define the conformity degree of accentuation in "The First Reader for Public Schools" (1918) by A. Krushelnytskyi, O. Popovych, and B. Lepkyi to the linguistic norms that were in effect in the Ukrainian-language education system of Austria-Hungary on the one hand, and to the requirements of the main Ukrainian Orthographies and grammars of the 20th – 21st centuries on the other. Source Base: "The First Reader for Public Schools" by A. Krushelnytskyi, O. Popovych, B. Lepkyi (1918); "Malorus’ka-German Dictionary" by Ye. Zhelekhivsky and S. Nedilsky (1886); "Grammar of the Rus’ka Language" by S. Smal’-Stotskyi and F. Gartner (1893). The research utilized the following methods: descriptive, comparative, statistical, comprehensive material selection, partially historical reconstruction. Article Structure: Introduction, Literature Review, Presentation of the Main Material, Conclusions. The section "Presentation of the Main Material" includes the following subsections: "Features of Verbs Stress of the First Conjugation", "Features of Verbs Stress of the Second Conjugation", "Features of Irregular Verbs Stress". In the "The First Reader", a total of 900 verb word forms were identified. Of these, 866 usages (96 percent) conform to modern accentuation norms. In the section "Presentation of the Main Material", 34 verb stresses were analyzed, which do not correspond to the norms of modern Ukrainian literary language. It was found that 32 word forms conform to the norms that were in force in Halychyna and Bukovyna at the end of the 19th to the beginning of the 20th century. The indicated linguistic and cultural environment could have influenced the stress of certain verbal forms. In the "Conclusions" section, it is noted that the research results attest to the stability of basic verb stress in the Ukrainian literary language across time and space. Practically all accentuations in the "The First Reader for Public Schools" (1918), which differ from contemporary norms, corresponded to the standards of the Ukrainian literary language at that time. Therefore, the "The First Reader" exhibited a high degree of accentuation normativity. The accentuation norms in the "The First Reader" corresponded to the living literary language of Halychyna and Bukovyna at the end of the 19th to the beginning of the 20th century.

Argument Patterns in Redox Reaction and Electrochemistry Topics in a High School Textbook

Presenting teaching material in an argumentative manner makes it easier for students to understand it. This study aimed to describe and explain Toulmin’s argument patterns, their percentages, the quality of arguments, and incorrect arguments in the redox reactions and electrochemistry topic in one high school chemistry textbook. The research method was document analysis. Validity was tested by triangulation among three researchers. The results showed that the patterns of Toulmin’s arguments of two, three, and four elements were 51%, 34%, and 6%, respectively. The two-element argument patterns consisted of CG and GC. The three-element argument patterns comprised CGW, GWC, CWG, WCG, and GCW. The four-element argument patterns comprised GCWB, CGWB, GWCB, and CGWR. The quality of the arguments according to the parameters of the Toulmin Argumentation Protocols (TAP) varied from medium to high. In contrast, the quality based on the Quality of Argument Structure Rubric (QASR) parameters varied from fair to excellent. There were five claims, eight grounds, and two warrants that were not precise or incomplete. Most of the arguments were well written, but there were many shortcomings in providing explanations. This topic needs to be supplemented with more elements of arguments. Keywords: argument patterns, redox reactions, electrochemistry, textbook

Пути реализации государственной политики по сохранению и укреплению традиционных ценностей при разработке школьного курса «Окружающий мир»

The article shows the main ways of implementing the state policy in the field of preserving and strengthening traditional Russian spiritual and moral values in the development of the «The World Around Us» course, reflected in the concept of the textbook for elementary school. The work was carried out within the framework of the state assignment of the Ministry of Education of the Rus-sian Federation on the theme № 123052200079-1 (EGISU R&D) «Development of the concept of teaching school courses "The World Around Us", "Social Studies", "Russian language", "Literature" in order to preserve and strengthen traditional Russian spiritual and moral values». The key results of the examination of the current federal work program «The World Around Us» for the im-plementation of the goals and objectives of the Decree of the President of the Russian Federation of 09.11.2022 № 809 «On Approval of the Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values». Examples of the implementation of the state policy in the field of preserving and strengthening traditional Russian spiritual and moral values in the content of the course and the concept of the textbooks «The World Around Us» for grades 1-4 are given.

СЛОЖНОСТЬ ФОРМУЛ И МЕТОДОВ РЕШЕНИЯ ЗАДАЧ ПО МКТ, ТЕРМОДИНАМИКЕ, ОПТИКЕ, ФИЗИКЕ МИКРОМИРА И ЧТО

The article is devoted to the problem of determining the complexity of formulas and methods used to solve school problems in molecular physics and thermodynamics, optics, microcosm physics and the special theory of relativity. As a result of the content analysis of school textbooks, all formulas related to the listed sections were written out and 17 topics are identified, each of which corresponds to its own method of solving problems. In order to determine semantic complexity, formulas are presented in the form of statements that are stored in a text file Formuli.txt. To a file Slovar.txt the list of concepts denoting physical quantities is placed, indicating their complexities. Using a special computer program that analyzes the file Formuli.txt the semantic complexities of the formulas, their volume and the information folding coefficient are determined. The complexities of the methods are calculated, the distributions of formulas in the space of "semantic complexity - volume" signs are analyzed. Based on the number of formulas in each method and the number of methods in each section, the complexity of choosing a suitable formula for independent solving a single-formula task is estimated. It is shown how to take into account the uncertainty of the choice of formulas when solving two- and three-formula tasks to find their complexities.