Traditional Textbooks Research Articles

Book Review "The Economics Anti-Textbook: A Critical Thinker’s Guide to Microeconomics Authors: Rod Hill and Tony Myatt"

The book titled "The Economics Anti-Textbook: A Critical Thinker’s Guide to Microeconomics" by Rod Hill and Tony Myatt offers a thorough critique of mainstream microeconomic theories typically presented in traditional textbooks. Structured with a unique approach, each chapter is divided into two sections: the standard text and the critical text title. This dual presentation provides readers with an insightful comparison, where the authors systematically challenge and question the assumptions and narratives commonly found in economic education. The book covers a wide range of topics, including market structures, efficiency, externalities, income distribution, government intervention, and globalization. Notably, the authors debunk the idealization of perfect competition, underscore the importance of externalities and market failures, and scrutinize the marginal productivity theory of income distribution. Furthermore, they analyze the impact of government policies on income redistribution and assess the implications of global trade and globalization. Throughout the book, the authors advocate for a more nuanced and realistic understanding of economic phenomena, urging readers to incorporate ethical considerations, environmental concerns, and power dynamics into their economic analyses. This review provides a comprehensive overview of the book's central themes, emphasizing its unique structure and critical perspective on traditional economic teachings.

Research on the development and application of loose-leaf textbooks for soil mechanics

The research of this paper aims to develop a new form of a digital textbook for the course of "Soil Mechanics" to solve the existing problems in higher vocational education. The Soil Mechanics textbook is out of touch with the actual production of enterprises, and its content is outdated. In order to cultivate students to adapt to the digitization requirements, we have co-developed the loose-leaf textbooks for "Soil Mechanics" in conjunction with front-line companies, which break through the framework of traditional course syllabus and textbooks, emphasizing the work process learning of actual production projects. The textbooks comprehensively consider the educational role of the course in the aspects of knowledge and skills, learning process and methodology, emotions, attitudes and values, and integrate the teaching and implementation process with the work content and knowledge together.

Research of Flipped Teaching to MICE Students’ Learning Interests and Learning Effectiveness

The integration of information into teaching through methods such as e-classrooms, interactive whiteboards, and the widespread adoption of “e-textbooks” provided by publishers has equipped educators with dynamic and engaging instructional models. This is progressively becoming the norm in the educational landscape. Recently, flipped teaching methods have received significant attention. By providing online resources and multimedia materials for students to review before class, teachers can allocate more classroom time to facilitating discussions about the lesson. In this study, an experimental investigation was conducted using flipped teaching in an educational setting that focused on training students for exhibitions. The objective was to evaluate the influence of flipped teaching on students’ interest in learning and overall academic effectiveness. According to the experimental findings, the group taught using flipped teaching methods outperformed the traditionally taught control group in terms of learning interest. This demonstrates that flipped teaching has the potential to stimulate student interest. Furthermore, the group that was taught through flipped teaching demonstrated superior learning effectiveness compared to the traditional teaching group, indicating that flipped teaching can enhance academic outcomes. These research results can serve as a valuable reference for future enhancements in teaching. The goal is to create a more relaxed and autonomous learning environment for students by replacing traditional textbook learning with information technology-integrated teaching.

Exact and Approximate Formulae for the Period of Simple Pendulum

Pendulum plays a significant role in certain practical aspects such as measuring gravitational acceleration and proving the rotation of Earth. In traditional textbooks, only a simplified approximate formula for calculating pendulum period in small angle is given. As a matter of fact, the analytical derivation of the pendulum period can always be given in the form of elliptical integral simply using the law of the conservation of energy. The form, however, is relatively complex for students and beginners in physics. Thus, a simplified version of the period of simple pendulum is highly desirable. This article is going to present a series of approximate formulae for pendulum period and conduct some comparison among these different formulae. This essay is dedicated to help readers and beginners in physics to look into the process of deriving the pendulum period formula, and also provide a convenient way for readers to look up certain literatures in this research area.

Supporting Instruction in Cell Biology Using No-Cost Open Educational Resources

To reduce the cost of educational materials needed by students, we generated a no-cost open educational resources (OER) textbook for an undergraduate level cell biology course. Cell biology is part of the curriculum in various undergraduate degrees for science, technology, engineering, and math majors, therefore generation of OER targets a large population of students. In addition to cost reduction, we unified the textbook content with course learning outcomes to ensure that the students have a clear understanding of course goals. To assess student perceptions of OER materials and their experiences related to learning outcomes, surveys were administered to students enrolled in sections of cell biology using a traditional textbook and those enrolled in sections using the OER. Data showed positive student attitudes about learning, accessibility, and cost of OER, supporting the use of no-cost OER in undergraduate classrooms and beyond.

Dismantling the education exclusion zone

Traditional textbook publishing magnifies some voices while silencing others, pushing consistently marginalised groups into an education exclusion zone. Open educational resources (OER) purportedly address this problem; however, without adequate guidance on inclusive design, OER fail to rise to the challenge. This paper undertakes an exploratory initial review of EmpoweredOER, a practical tool in first-phase iterative development, designed to unpack the complexities of inclusive OER. Emerging from a grant-funded international study tour, three best practice themes informed the design of EmpoweredOER: true accessibility, beyond technological; universal design for learning and inclusive open education nexus; and diverse perspectives and representation. Initial findings indicate EmpoweredOER meets its objective. Future research will analyse the impact and growth of EmpoweredOER as it matures.
 Implications for practice:
 
 There is appetite to dedicate further resources to developing inclusive OER tools.
 Advocates can instill a sense of community in their resources for increased engagement.
 Resource creators should incorporate interactivity and adaptability for greater contextualisation.

수학적 의사소통 증진 프로그램이 인문계 고등학생들의 수학적 태도 및 학업성취도에 미치는 효과 분석

Objectives The fundamental purpose of this study wass to promote mathematical attitudes and academic ach-ievement as a mathematical communication promotion program for high school students. Methods The researcher studied 60 second graders at 00 High School. 00 High School was located in 00 Metropolitan City. Two classes were selected as midterm grades for the second semester of the second grade, divided into one research class and one control class, and 13 classes were conducted for about two months from October 9 to December 12, 2020. And the amount of learning was done together. The research group (30 people) was taught using a mathematical communication improvement program, and the control group (30 people) was taught based on traditional explanatory-oriented textbooks. Results Through these studies, the following results were obtained. First, in this study, mathematical attitudes and academic achievement could be improved by setting learning contents for each unit and applying mathemat-ical communication promotion programs to classes. Second, classes using mathematical communication promo-tion programs were effective in mathematical attitudes and academic achievement when compared to classes based on traditional explanatory textbooks for upper, middle, and lower-ranked students. Third, in classes using mathematical communication promotion programs, low-ranking students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement in academic achievement. Conclusions In conclusion, the research class taught using a mathematical communication promotion program had a significant effect on mathematical attitudes and academic achievement compared to the control class.

The Effect Guided Discovery-Based Thermochemistry Module on Critical Thinking Skills of High School and Vocational Students

Critical thinking is a vital skill for success in higher education and the workforce. However, it is often inadequately emphasized in high school curricula, resulting in students lacking proficiency. Guided discovery-based modules provide a promising approach to enhancing critical thinking by fostering independent exploration and concept discovery. This study aimed to assess the effectiveness of a developed module in improving thermodynamics-related critical thinking skills among 10th-grade students in Boyolali Regency, Indonesia. Five schools were randomly selected, with two classes from each forming control and experimental groups. The experimental group utilized the developed module, while the control group used traditional textbooks. Validated by experts, a test was administered to evaluate students' critical thinking skills, and statistical analysis revealed a significant difference between the experimental and control groups. The developed module demonstrated superior efficacy in enhancing critical thinking skills compared to traditional textbooks. Variations in mean scores among the schools suggest the need for further investigation across diverse educational contexts. The study's outcomes have implications for teaching and learning in Indonesia and other countries where critical thinking is insufficiently emphasized in high school curricula. Ethical considerations were upheld, ensuring participant rights and confidentiality. Future research can explore the module's effectiveness in improving critical thinking across different subjects and educational settings

Using Popular Media to Change Attitudes and Bolster Knowledge About Autism Spectrum Disorder.

This research investigated the impact popular novels have on knowledge about and attitudes towards Autism Spectrum Disorder (ASD), compared to that of traditional college textbooks. Study 1 found that participants in the novel condition chose fewer correct and fewer incorrect responses to questions about ASD. Participants did not differ in their desired social distance from individuals with ASD. Study 2 found that participants in the novel and textbook conditions both showed the same amount of learning, with higher scores on the post-test assessment of knowledge than the pre-test. Participants in the novel condition showed significant improvement in their attitudes towards individuals with ASD after reading, while those in the textbook condition showed more negative attitudes after reading the textbook chapter. These findings add to our understanding of the potential of popular fiction to impact consumers' knowledge about ASD while improving our attitudes towards individuals with ASD. These findings also raise concerns about traditional educational material used to teach about ASD.

Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

AbstractThe US Department of Education posits that higher education students' expenditures on course materials and supplies, including texts for language learning classes, were between $1,265 and $1,471 for the 2017–2018 academic year. For many students, the cost of these materials can jeopardize their studies. One potential solution to this issue is to use free educational materials like open educational resources (OERs). However, not all OERs are of the same quality or useful for language learning. Therefore, to explore the affordances of OERs for language learners, this study compares the traditional textbook and the OER web book in terms of the quality and task engagement (TE) at a university in the US Pacific Northwest. The outcomes shed some light on the possible influences of learners' perceived quality of the OER and its relationship with TE and language learning.

Pituitary crosstalk with bone, adipose tissue and brain.

Traditional textbook physiology has ascribed unitary functions to hormones from the anterior and posterior pituitary gland, mainly in the regulation of effector hormone secretion from endocrine organs. However, the evolutionary biology of pituitary hormones and their receptors provides evidence for a broad range of functions in vertebrate physiology. Over the past decade, we and others have discovered that thyroid-stimulating hormone, follicle-stimulating hormone, adrenocorticotropic hormone, prolactin, oxytocin and arginine vasopressin act directly on somatic organs, including bone, adipose tissue and liver. New evidence also indicates that pituitary hormone receptors are expressed in brain regions, nuclei and subnuclei. These studies have prompted us to attribute the pathophysiology of certain human diseases, including osteoporosis, obesity and neurodegeneration, at least in part, to changes in pituitary hormone levels. This new information has identified actionable therapeutic targets for drug discovery.

Mastering medical terminology with ChatGPT and Termbot

Objective: This study intended to examine whether the utilization of ChatGPT and Termbot enhances students’ understanding of medical terminology. Method: ChatGPT, developed by OpenAI, is an AI chatbot designed to generate human-like text responses. Termbot is a chatbot-based learning model focused on improving the acquisition of medical terminology through gamified learning methods. A total of 60 participants participated in this exploratory study, with 40 nursing students assigned to the experimental group and 20 nursing students assigned to the control group. In the experimental group, participants were further divided into two groups of 20, one of which was trained with ChatGPT and the other with Termbot. The participants in the experimental group engaged with the assigned tools for a minimum of 2 hours per week following classroom instruction. The control group used a traditional textbook as their primary learning resource. The study lasted 2 months, after which participants’ learning outcomes were evaluated using an online medical terminology exam post-test. Results: The study found that participants in the experimental group had significantly improved learning outcomes compared to participants in the control group. The results showed a substantial increase in post-test scores for both ChatGPT and Termbot groups, indicating that using these tools as learning assistants can assist students in the learning process. Conclusion: The study has important implications for educators and educational institutions, as it provides evidence for the potential benefits of using ChatGPT and Termbot as tools to improve students’ learning outcomes. The findings intensifyt the importance of embracing new technologies in education and using them to supplement traditional teaching methods.

Accuracy and Confidence in Performing Canine Stifle Goniometry was Similar between Simulation-Model or Traditional Textbook Trained Veterinary Students.

Goniometry is an essential skill used in veterinary rehabilitation settings to monitor orthopedic conditions. Our objectives were to create a normal canine stifle goniometry model and to compare students' confidence and accuracy in performing goniometry with exposure to either the model or traditional teaching methods. We hypothesized that students would demonstrate goniometry skills more confidently and accurately after using a simulation model than those given traditional materials. A flexible model of a canine stifle was made. Twenty-eight veterinary students (8 clinical, 20 pre-clinical) prepared with either instructional material from a textbook (n = 15) or access to the stifle model (n = 13), and then assessed when performing goniometry (live dog). Students completed pre- and post-surveys where they indicated their confidence and anxieties. Statistical analyses included thematic analysis, descriptive statistics, and Chi-square analyses (significant at p ≤ .05). There was no difference in goniometry assessment or anatomy palpation scores between the model and reading groups. Clinical students (n = 8) achieved higher scores in goniometry assessment (p = .01) and anatomy palpation (p = .04). Students were more confident when identifying their anatomical landmarks after using prep materials as compared to before using the prep materials (p = .03), but only averaged identification of 3 out of 5 landmarks. Half could not correctly read the goniometer. In general, learning with models was preferred by all. There was no difference in learning between the model and textbook, so either can be used based on student preference. Further goniometer instructions should be provided. Anatomy of live dogs should be assessed more frequently pre-clinically.

The Flipped Classroom Approach in a Pediatric Anesthesiology Fellowship Curriculum.

Background The flipped classroom approach is well documented to enhance medical education outcomes. Additionally, both the need for online learning materials and the increased demand for medical professionals during the COVID-19 pandemic has made this approach more relevant. The pediatric anesthesiology fellowship curriculum at one institution transitioned from a traditional classroom model to a flipped classroom approach to optimize the educational experience and support learner well-being. Approach Utilizing the American Board of Anesthesiology(ABA)and Accreditation Council for Graduate Medical Education(ACGME) content outlines, a novel, comprehensive curriculum was developed focusing on core clinical material and board review with the goal of providing structured learning while alleviating the burden of completing board review independently to improve work-life balance and reduce the potential for burnout. Evaluation Graduates of the program from 2017 to 2021 evaluated the flipped classroom structure and its perceived impact on their educational outcomes, wellness, and career development via a one-time, voluntary survey. Results indicated improved participation rates and educational benefits with the flipped classroom structure compared to the traditional structure. Fellowspreferred the flipped classroom approach to the traditional lecture approach (72.2% vs. 27%), and they preferred custom-made prework material to traditional textbooks and articles. Fellows benefited from having more time for personal activities and other scholarly work, as evidenced by open-ended responses. Implications The flipped classroom structure was perceived as beneficial by pediatric anesthesiology fellows because of increased educational engagement, alleviation of academic burden, and improved wellness due to more time for non-academic activities. Further study is needed to optimize and correlate the new curriculum with objective educational outcomes.

Math story 프로그램을 활용한 수업이 수학적 창의성 및 수학적 흥미도에 미치는 영향

Objectives This study was to enhance mathematical creativity and mathematical interest through the Math story program suitable for first-year high school classes. First, the purpose of this study based on the necessity of the above research is to create an environment to apply the Math story program. Second, the Math Stroy program was designed and applied. Third, it is to enhance students' mathematical creativity and mathematical interest by applying educational activities related to the Math story program activities to school classrooms. Methods The researcher was working at 00 High School located in 00 Metropolitan City. The study was conducted on 56 students in two classes in the first grade of this school. Two classes were selected based on the results of the midterm exam in the second semester of the first grade. Class 1 was divided into experimental classes and class 1 was divided into control classes. The study period was from October 11 to December 12, 2022, and 13 classes were conducted for about 2 months. The experimental class (32 students) was taught using the Math story program, and the control class (32 students) was taught focusing on traditional textbooks and teacher guidance books. The experimental class and the control class conducted different learning activities, but the learning content and guidance content were taught at the same level. Results In this study, the following results were obtained. First, in this study, the learning contents for each unit were first set and classes were conducted using the Math story program. By applying this to the class, mathematical creativity and mathematical interest could be enhanced. Second, classes using the Math story program were more effective in mathematical creativity and mathematical interest compared to traditional textbooks and teacher guidance-oriented classes for students in the upper, middle, and lower ranks. Third, in classes using the Math story program, low-ranking students, who have usually been ignored in math classes, also became interested in the class, showing improvement in mathematical creativity and mathematical interest. Conclusions In conclusion, the experimental class taught using the Math story program was more effective in mathematical creativity and mathematical interest than the control class.

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), were to analyze the frequency of use of school textbooks in geography classes, to examine how climate change is addressed in these resources, to study how teachers impart these contents, and to review the importance of teaching global warming according to the opinions of the teachers. Based on a sample of 96 teachers surveyed between 2019 and 2022, the results show a disparity of opinions regarding textbook use, a not-altogether-adequate treatment of this phenomenon with these resources (the sum of the responses with values of 1 and 2 amounted to 44.8%), and a predominance of an explanation of climate change by teachers through everyday cases in the students’ environment (35.4%) and talks and workshops given in class by experts (27.1%). Knowing the use made by teachers of the traditional textbook in the era of the ICTs, their perception of the adequacy of the contents on climate change in these resources, and how this phenomenon is taught is highly relevant to raising awareness and educating the youngest cohorts about one of the main challenges faced by society today.

INNOVATION VS. TRADITION: MICROBIOLOGY TEXTBOOKS IN THE AGE OF TECHNOLOGY

In the ever-changing environment of advanced technology use in education, many things are becoming, if not obsolete, then irrelevant. The education market is still teaming with traditional microbiology textbooks from seasoned authors despite the presence of new, interactive, and colorful textbooks that are student-friendly and relevant. Although senior instructors in the field of education continue to assemble collections of textbooks on their office shelves, college students’ bags have lightened and now accommodate a laptop rather than weighty textbooks. At Chicago State University (CSU) we surveyed our current student population from years 1 to 4. The 120-students registered in the College of Health Sciences and Pharmacy were enrolled in the study and were asked questions using the Google form survey tool. The questionnaire included questions about all course textbooks including microbiology. The data suggested that less than 1% of the students bought a textbook as mandated in the course syllabi. 5% of the students studied from free Portable Document Format (PDF) versions available through the internet. More than 90% of the students affirmed that they do not find the need or time to read textbooks. They not only found them boring but an absolute waste of their precious time. The students also reiterated that the content of the textbooks was never tested in their exams and assessments. The respondents overwhelmingly declared that the price of textbooks was not the major issue, and their student loans would cover the book allowances. We speculate that with this rising trend of textbook-free course offerings, there will not only be a shortage of useful textbooks in the education market but that young authors in the field of microbiology will become discouraged and disillusioned. It is therefore time to rethink, replan and reverse the fate of students’ eternal companion: the textbook.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>

Open Educational Resources: Equitable and Affordable Nursing Education.

This research report describes findings from a study conducted to learn students' experiences using open educational resources (OER) in an online nursing research course. Twenty-three students participated in a pilot study in which traditional textbooks were replaced with OER as the primary course material. Data were collected by administering open-ended and closed-ended questions about students' experiences and demographic characteristics. Findings indicated that OER were cost-effective, accessible, easy to navigate, and interesting. The resources were adequate to meet student learning outcomes. Challenges experienced were related to poor Internet access for a few students.

능력별 소집단 협동학습이 수학 학업성취도와 흥미도 및 수학적 태도에 미치는 효과

Objectives The purpose of this study was to find ways for students to improve their overall mathematics achievement, interest, and mathematical attitude toward math learning through small group cooperative learning by ability. Methods The study was conducted on 58 students in 2 classes in the 2nd grade of 00 Humanities High School. OO High School is located in OO Metropolitan City. Two classes were selected based on the results of the midterm exam in the first semester of the first grade. Class 1 was divided into an experimental group and another class 1 was divided into a comparative group. From April 29 to July 9, 2022, 13 classes were conducted for about 2 months. The experimental group (33 students) was a class that was taught by cooperative learning of small groups by ability, and the comparative group (33 students) was a class that was taught based on traditional textbooks centered on explanatory expressions. Results Through this study, the following results were obtained. First, in this study, learning contents for each unit were set and activity papers were used for small group cooperative learning by ability. By applying this to the class, it was possible to improve mathematics achievement, interest, and mathematical attitude. Second, classes using small group cooperative learning by ability were more effective in mathematics achievement, interest, and mathematical attitude compared to traditional textbook-oriented classes centered on narrative for top, middle, and bottom students. Third, in classes using small group cooperative learning by ability, they were also interested in lower-level students excluded from general mathematics classes, and actively participated and improved the level of mathematics achievement. Conclusions In conclusion, the experimental group that used small group cooperative learning by ability had significant differences in mathematics achievement, interest, and mathematical attitude than the comparative group.

Visual Misrepresentations: The Lack of Skin Tone and Sex Equity in General Surgical Textbooks

Lack of racial and ethnic diversity in educational material contributes to health disparities. This study sought to determine if images of skin color and sex in general surgery textbooks were reflective of the U.S. All human figures with discernable sex characteristics and/or skin tone were evaluated independently by 4 coders. Each image was categorized as male or female. Skin tone in each image was categorized using the Massey- Martin skin color scale. This data was compared to 2020 U.S. Census Data. U.S. Medical School. Not applicable. A total of 1179 images were evaluated for skin tone alone; 293 images for sex alone. 650 images depicted characteristics of both sex and skin tone. Interrater reliability was 0.78 for skin tone and 0.91 for sex. While the U.S. population is 59.3% white, 29.5% non-black persons of color and 13.6% black, in surgical textbooks, 90.7% of images were white, 6.5% were non-black persons of color, and 2.8% were black. Distribution of skin tone for all textbooks were significantly different. (p < 0.001) compared to the U.S. The U.S. population is 49.5% male and 50.5% female. When images of sex specific genitalia and breasts are excluded, surgical textbook images are 62.9% male and 37.1% female. Only 1 textbook had a distribution of sex that was similar to the U.S. Despite increasing diversity in the U.S. population there is a lack of skin tone and sex diversity in traditional surgical textbooks.