Science Textbooks Research Articles

Investigation of 3rd Grade Life Science Textbook Texts and Activities According to Lipman's Critical Thinking Theory

Aim: Individuals need to have a philosophical critical thinking skill in order to have a reasonable approach to the situations and events they will encounter throughout their lives and to benefit themselves and the society Philosophical critical thinking is a process that enhances individuals' capacity to interrogate, analyse, and assess. In this regard, an inquisitive critical approach acquired at an early age makes important contributions to personality development. The current study aims to examine the text and activity contents in the 3rd grade Life Science textbook according to Matthew Lipman's critical thinking theory. Methodology: Methodologically, document analysis was used in the study. In the 3rd grade Life Science textbook, the main approach in the data on text contents, activity questions and statements are that the statements have both a philosophical and critical meaning. The relevant data were analyzed according to the categories in Lipman's critical thinking approach and presented in tables. Findings: The findings revealed that the questions and statements that meet Lipman's critical thinking categories were insufficient. While the expressions among the categories were predominantly judgment formation and being criterion/measure based, the least common categories were context sensitivity and self-correction. Highlights: In this context, it is essential to consider the developmental stages of primary education students and contemporary educational requirements, while integrating a philosophical critical thinking approach more thoroughly into the curriculum and practices to foster an active and inquisitive student personality.

Scientific Skills Present in Chilean School Textbooks from First to Fourth Grade in Natural Sciences

Objective: This research focused on identifying and classifying the scientific skills present in Chilean school textbooks of Natural Sciences from the first to the fourth year of Basic Education. Theoretical Framework: We sought to determine their presence, frequency, cognitive level and types of skills, comparing them with curricular documents and UNESCO declarations on the subject. Method: The study, descriptive in nature, employed the integrative method, using document analysis to compile quotations, patterns of behavior and categories. For quantitative aspects, descriptive statistics were used, analyzing by course and thematic units. Results and Discussion: It was found that the most promoted skills were observation and explanation, fundamental for scientific learning. Scientific skills were identified at all educational levels, varying in frequency. Third and fourth year showed a greater frequency and variety of higher cognitive level skills, although some, such as creating, evaluating, reflecting and imagining, did not have the expected frequency. The lower cognitive skills did not show significant differences between educational levels. The scientific skills present in the school texts coincide in general with those declared in the Curricular Bases and by UNESCO, both in type and educational level. Implications of the investigation: the investigation implies that the scientific skills that declare the Curriculum Bases and scientific literature are promoted, mostly, in school texts on Natural Sciences for basic education, verifying correspondence between the documents. Originality/Value: the study contributes to literature by contributing new knowledge to the state of affairs of the knowledge of Natural Sciences in basic education, as well as highlighting the need to promote more creativity and imagination in school texts. At the same time, the results will be an input for teachers to pay more attention to higher-level scientific processes.

Exploring the Perpetuation and Disruption of Gendered, Racial, and Working Style Stereotypes in U.S. Life Science Textbooks

Exploring the Perpetuation and Disruption of Gendered, Racial, and Working Style Stereotypes in U.S. Life Science Textbooks

Assessment of Textbook Content and Teachers’ Competence in Climate Change Education at the Primary Level

Abstract This study aims to examine the climate change education (CCE) provision in grade 5 textbooks (science and social studies) and the competence of teachers in teaching CCE in a primary girls’ schools in Skardu, Baltistan, Pakistan. It employs mixed-method research that uses both qualitative and quantitative approaches to gather data. The first phase of the study involved collecting qualitative data to examine the provision of CCE content in selected textbooks taught in grade 5. The researcher adapted an interview questionnaire to assess the competence of teachers teaching in 38 schools. The provision of themes and topics based on the seven principles of climate literacy given by the U.S. Global Change Research Program was identified by using latent content analysis (LCA). The study concludes that science and social studies textbooks lack the incorporation of CCE content of principles 1, 4, 6, and 7. Furthermore, the majority of teachers have not received training to use digital media and apply activity-based methods to engage campus and community support for CCE. The study also found that the selected schools lack school planting campaigns, CCE committees, and CCE walks. Above all, the respondents possess conflicting views about whether climate change is a natural or human-contributed phenomenon. Significance Statement Like other countries around the globe, Pakistan is the victim of climatic disasters which have disastrous effects on the economy, agriculture, healthcare, and weather conditions. These effects are exacerbated by lacking awareness, attitudinal issues, and poor pro-climate-supported practices at the academic and societal levels (Asian Development Bank 2022). Awareness, knowledge, and a supportive environment during childhood form attitudes and promote practices that have lasting impacts throughout the life of the individual (Gulraiz and Ali 2021). Therefore, children need to learn and adopt proclimate lifestyles, such as observing cleanliness, practicing planting, and judicious use of energy resources. With this background, we assessed the textbooks based on seven principles of climate literacy given by the U.S. Global Change Research Program (USGCRP 2009) and observed that principles 1, 4, 6, and 7 are not adequately addressed in science and social studies textbooks taught in public schools. Moreover, teachers have not received training to use digital media and gather campus and community support, and they have a stereotypical understanding of climate change. The study possesses significant implications for curriculum revisions and elementary education management to address the gaps relating to climate change education (CCE).

ПРОФЕССОР ҚҰДАЙБЕРГЕН ҚУАНҰЛЫ ЖҰБАНОВ

The article tells about the life path, scientific and pedagogical works of the famous scientist in the applied field of Kazakh linguistics Kudaibergen Zhubanov. The article analyzes the scientific contribution of Professor K. Zhubanov to the formation and development of the Kazakh language: the conversion of the Kazakh alphabet and spelling rules, the transition of the Kazakh alphabet to Latin, the formation of Kazakh terminology, the compilation of the first Kazakh scientific textbooks, etc. Various aspects of the Kazakh language were considered by the scientist from a scientific point of view. In order to identify and reflect the natural laws of the Kazakh language, K. Zhubanov conducted an in-depth analysis of the grammatical, phonetic and lexical features of Kazakh words, as well as the laws of their historical development. In this article, various scientific works of the Professor, devoted to the issues of Kazakh linguistics, have been studied in detail: "Lecture courses on the Kazakh language", "Textbook on the Kazakh language grammar", "Kazakh language program", "New grammar", "Spelling and grammar rules of the Kazakh language”, “From the history of the Slavic language in the Kazakh language”, “Booklet on a book and a folded book”, “Formation of the Kazakh book language”, “The form of the booklet in the Kazakh language”.

Importance and Didactic Conditions of Teaching the Pedagogical Heritage of Beyimbet Maylin

The article analyzes the pedagogical heritage of Beyimbet Maylin, which has not yet entered scientific circulation, and has not been noticed by methodologists-scientists, and their importance in the development of domestic science is evaluated. For the first time, four educational books written by Beyimbet Maylin, a prominent writer, who have their own place in Kazakh literature, are being studied. In the study, the ways of studying the history of the writing of textbooks left behind by the writer, introducing their content-structural system to future philology teachers were differentiated. Providing information about the history of the formation of domestic textbook science, the possibilities of forming professional-cognitive and research competences of students are analyzed. The main idea in the research work is that students need to effectively use new educational technologies and interactive teaching methods during the analysis of historical heritage, because this, in turn, expands the opportunities for improving the quality of professional education of students. The scientific importance of the article is demonstrated by the unified methodological system of applied teaching and the analysis of educational materials and the effectiveness of using their selection criteria in the organization of students' project work, in the performance of complex text analysis tasks. This proves the innovativeness of the proposed research work, dedicated to a new topic. The article analyzes the effective ways of presenting textbooks written by Beyimbet Maylin to philology students, systematizes the technological conditions. During the pedagogical experiment, it is planned to develop students' professional qualifications related to theoretical and historical-pedagogical heritage, critical thinking skills related to educational materials. They are followed by analyzing the progress and results of work included in one module of a special elective subject. Such complexity ensures the integrity of the research results presented in the article and the reliability of the proposed principles. Historical-pedagogical, system-typological, genre-style analyzes were used in the research work in conjunction with teaching technologies in accordance with modern requirements. The results of the study fully demonstrated the effectiveness of this unit.

Effect of Hot Seat Strategy on Eighth Graders’ Achievement in Wave Motion and Sound Unit in Qalqilya City

This study sought to find out the effect of the Hot Seat Strategy on eighth graders’ achievement in Wave Motion and Sound Unit in their Life and Science textbook. The researcher used the quasi-experimental design to achieve the aim of the study. The population of the study was all eighth graders (No=934) in Qalqilya public schools. The study sample, randomly chosen, was 208 students in the eighth grade. Of five eighth-grade sections, the researcher randomly chose two sections: one experimental and another control. After data collection, it was obtained that the Hot Seat Strategy positively impacted students’ achievement. There was a statistically significant difference at α = 0.05 in students’ achievement level as well as level of knowledge, memorization, understanding, and application in favor of the experimental group.

The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder.

The purpose of this study was to examine the effects of using adapted science eBooks within shared reading on comprehension and task engagement of high school students with autism spectrum disorder (ASD). A grade-level science textbook was selected and converted into an eBook format, incorporating various visual and auditory features (e.g., text-to-speech, summarized sentences, highlighted keywords) and presented on an iPad. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching target vocabulary words, sharing information, retelling), with direct instruction on locating literal information. The intervention effects on reading comprehension and task engagement were evaluated using a single-case multiple probe design. The results of this study indicated that all participants demonstrated improvements in reading comprehension. Despite the longer intervention sessions compared to the baseline, all participants exhibited similar or enhanced levels of task engagement during the intervention sessions. The findings of this study provide empirical evidence supporting the use of adapted eBooks within shared reading as a means to increase access to grade-level science texts for high school students with ASD while maintaining a high level of task engagement. This intervention holds promise for improving the learning outcomes for students with ASD in science content area.

Analysis of the Form Three Science Textbook on the Aspect of NOS / Analisis Buku Teks Sains Tingkatan Tiga Dari Aspek NOS

The nature of science (NOS) represents a way of viewing the scientific method, encompassing various systematic stages and methodologies in acquiring knowledge and new discoveries. Thus, this study was conducted to identify the aspects of NOS in the Malaysian Science textbook. The analysis focuses on the Form 3 Science textbook, specifically from Chapter 6 to Chapter 10, covering topics such as 'Electricity and Magnetism,' 'Energy and Power,' 'Radioactivity,' 'Space Weather,' and 'Space Exploration.' The study used a document analysis method based on a rubric to assess NOS aspects. Findings were gathered by calculating the frequency of NOS aspects within each chapter. Based on the study's findings and discussion according to these NOS aspects, it was concluded that the textbook is suitable and aligned with the learning levels of Form 3 students. The results of the study show that, empirical, inferential, tentative, scientific theory and scientific law are the dominant aspects of NOS in Form 3 Science textbooks.

Analyzing Visualization of Heat Concept in Elementary School Science Textbooks

Analyzing Visualization of Heat Concept in Elementary School Science Textbooks

Investigation of Secondary School Science Textbooks in Terms of Daily Life Assosiactions

The aim of this study is to determine the daily life associations (DLA) of secondary school science textbooks for the 5th, 6th, 7th, and 8th grades. For this purpose, seven association codes related to daily life were determined. DLA codes are Analogy, visual, news, history, problem situations, information for society and applications. The document analysis method among qualitative research methods was used in the study. The results show that visual associations are the most frequent in science textbooks. It was also found that associations in terms of problem situations were mostly presented to students visually. DLA codes related to news, stories and analogies were less preferred than other association codes. The results showed that visual communications are preferred because they are easier to remember, more remarkable, more appropriate to the level of students and more effective.

Teaching science through art studio methods: Impact on third-grade academic achievements

This article explores the integration of the art studio framework developed by Harvard University’s Project Zero into science education and investigates its influence on the academic achievements of third-grade students. This study involved a cohort of 140 third-grade students from a primary school in Iran, 70 of whom were students assigned to an experimental group and taught a specific chapter from a science textbook using the art studio method. A control group of 70 students received traditional teaching methods. During the instructional period, both groups performed identical tests, and the impact of the intervention on academic grades was assessed. Statistical analysis of the experimental and control group scores revealed a significant improvement in academic achievement among students exposed to art-inspired science teaching. The study suggested that adopting the structure and features of an art class in science education positively affects student performance.

Environmental literacy curriculum: an analysis of science textbooks for lower secondary education

ABSTRACT The issue of current environmental changes is increasingly being highlighted. For relevant decision-making and behaviour in society, it is desirable to develop the environmental literacy of all students. To do this, teachers need to be given adequate support. Textbooks may reflect the implemented curriculum. The research aimed to find out how selected aspects of environmental literacy are considered in Czech lower-secondary science textbooks. A quantitative analysis of 126 textbooks using closed coding was conducted to identify the inclusion of topics targeting Environmental Processes and Systems. Environmental literacy aspects were found to receive relatively little attention in textbooks and significant consistency within subjects was identified. The findings point to a lack of support for development of environmental literacy and form the basis for further innovation and development of educational materials.

The textbook of book science for librarians

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Manifestation of Women’s Rights in School Textbooks? Evidence from Social Science Textbooks in India

Manifestation of Women’s Rights in School Textbooks? Evidence from Social Science Textbooks in India

Artistic mutilation of genitalia: an interpretive analysis of representations of genitalia in Indian school science textbooks

ABSTRACT Visual representations (and their censorship) are carriers of messages and are powerful tools to invoke discourses. Visuals are not just supplements to written text; rather, these can be read independently as the primary text and are crucial to scientific communication, particularly in life sciences. This paper aims to investigate various textbook depictions of genitalia and examine how ideologies are manifested through visuals in relation to the human body. Here we try to unpack the visual representations of genitalia in different discursive spaces within Indian science textbooks from 6th to 12th grade. We position our study within the hermeneutic methodological landscape and apply the socio-semiotic analytic framework developed by Serafini [Serafini, Frank. 2010. “Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives.” Children's Literature in Education 41 (2): 85–104. https://doi.org/10.1007/s10583-010-9100-5], consisting of three analytic perspectives: perceptual, structural, and ideological, to interpret the visual images of genitalia and the ideological matrix that produced these images. Our analysis of textbooks' portrayal reveals a tendency to censor or obscure genital depictions. The paper discusses the potential effects of these representations on students' health and relationships with their bodies and argues that they must engage in dialogue with discourses challenging normative understandings of the body and remain open to change.

Improving Concept Understanding and Learning Outcomes of Elementary School Students through Science Textbooks Based on Learning Cycle 7E Model

This research aims to develop textbooks based on the Learning Cycle 7E approach for learning Science of Nature and Environment (IPAS) in grade IV Elementary School. The textbook development process includes needs analysis, design, validation, revision, and implementation. The validity of the coursebook was evaluated by experts in the aspects of material, media, and language. Practicality was assessed by teachers and students, while the effectiveness was tested using paired t-test. The results showed that the developed coursebooks were highly valid in terms of material, media, and language, based on expert validation. Teachers and students rated the textbook as very practical to use. The effectiveness test indicated a significant increase in students' understanding and learning outcomes after using the textbook. In conclusion, this Learning Cycle 7E-based textbook is effective and relevant in improving the quality of IPAS learning in grade IV SD.

Language Analysis of Science and Technology Textbook in Nepal: A Semiotic Perspective

This article has analyzed the semiotic aspects of grade 10 Science and Technology subjects’ textbook implemented in Nepal. The main objective of this study was to explore the kind of figures, pictures, symbols, graphs and other signs used in science textbook. It examined how the figures and signs used in the book effect on science learning. It has been carried out in a qualitative design because it is developed on critical logic and argumentative analysis. Theoretically, this work believes on Peirce’s semiotics. Figures, pictures, symbols, graphs and other kind of signs used in this subjects’ textbook act as data in this study. The meaning-making process includes qualitative and critical analysis. It combines signs from several contexts, meaning, abbreviation including the verbal semantics of speech, and the operational system. And, its result was summarized in overall synopsis of content related aspect and pedagogical techniques and practices correspondence with relevancy and misconception. The result show that the use of visual materials, such as graphs, symbol, pictures, figure, etc. in science textbooks can serve as semiotic signs that induce argumentative reasoning and contribute to the structure of scientific arguments in science classroom. It provides good insights into the representation of multiple mode of representation, scientific influences, and the use of visual materials to enhance scientific literacy however it needs to uplift.

Male bias in science and ways to counter it: gender imbalance of images in a science textbook in Irish secondary education

There has been a steady decline of student take-up of physics as a Leaving Certificate subject, from 19% in 1991 to 13.6% in 2021. This comes in the backdrop of a projected increase in the international demand for STEM workers, which makes STEM education the bedrock for securing Ireland’s economic future. The gender bias in science textbooks is well documented and enduring. The lack of female representation in science textbooks’ images is exacerbated by the scarcity of female figures that would be broadly accepted as role models. This paper examines the gender balance of a science textbook used widely in the Irish junior cycle. For this purpose, the Gender Bias 14 Tool was chosen as the data collection instrument, which was developed by Parkin and Mackenzie. A clear majority of the 38 chapters of the book contain more images/illustrations with male than female figures, more images/illustrations that improve the image of men and more images/illustrations of male role models. Potential interventions are outlined including working closely with publishers to include more women in the textbook’s images, especially important and influential female figures, and working with teachers to help them enhance teaching with supplementary material that include more female representation through images.

Developing a framework for integrating STEM approach at primary education of Bangladesh

STEM (Science, Mathematics, Engineering and Technology) education has widely been considered to have the potential to prepare students with 21st-century skills. Though the Government of Bangladesh (GoB) is concerned with developing human resources for the 21st-century, STEM education has not yet achieved a strong position in the national curriculum system. This study aims to provide a guideline to the GoB to take necessary steps to integrate STEM initiatives aligned with the current science and mathematics curriculum. Adopting a literature survey on the integrated STEM approach, document analysis (primary math and science curriculum, textbook, and teachers’ guide of grade 3, 4, and 5) and semi-structured interviews of the primary mathematics teachers, head teachers, STEM experts and curriculum developers of Bangladesh, a framework of integrated STEM approach for primary level has been developed. Besides, the study identified some chapters from science and mathematics textbooks where there are some scopes to integrate the STEM approach and also developed some STEM activities for grade 3, 4, and 5 as future guidelines to the practitioners. This study contributes to the field of STEM-focused primary education in the context of Bangladesh by offering practical guidelines for academic institutions, curriculum developers, teachers’ trainers, and policy makers of the country.