Representing the nature of science in a science textbook: Exploring author-editor-publisher interactions

NASA Astrophysics Data System (ADS)

Digiuseppe, Maurizio

Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science---a process in which learning materials like science textbooks play a significant role. This dissertation reports on a case study of the development of representations of the nature of science in one unit of a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of the nature of science; squared these understandings with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing; and developed and incorporated into the textbook representations of the nature of science they believed were the most suitable. Analyses of the data in this study indicate that a number of factors significantly influenced the development of representations of the nature of science, including representational accuracy (the degree to which suggested representations of the nature of science conformed to what the developers believed were contemporary understandings of the nature of science), representational consistency (the degree to which similar representations of the nature of science in different parts of the textbook conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level suitability of the suggested nature of science representations), representational alignment (the degree to which suggested representations of the nature of science addressed the requirements of mandated curricula), representational marketability (the degree to which textbook developers believed suggested representations of the nature of science would affect sales of the textbook in the marketplace), and a number of "Workplace Resources" factors such as the availability of time, relevant expertise, effective channels of communication, and opportunities for professional development. The developers of the unit of the textbook studied in this thesis made judicious decisions in the face of competing interests as they endeavoured to represent the nature of science in their science textbook.

Carroll County hands-on elementary science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Herlocker, H.G.; Dunkleberger, G.L.

1994-12-31

Carroll County Hands-on Elementary Science is a nationally recognized Elementary Science Curriculum which has been disseminated in forty states, Puerto Rico, The Virgin Islands, Saipan, and Samoa. The curriculum is a non-textbook, process-based, constructivist approach to teaching science. Unique features of this curriculum include its teacher-written daily lesson plan format, its complete kit of science supplies, and its complete set of Spanish materials. In order to be included by the National Diffusion Network, Hands-on Elementary Science collected data to support the following claims: the program enhances teacher and student attitudes toward science; the program changes both the amount and themore » type of science instruction; the program is adaptable and transportable; the teacher training component is effective. The poster display will feature sample activities, data which demonstrates the effectiveness of the staff development plan, and samples which show the degree to which the program supports selected state curriculum frameworks.« less

Making Science Trade Book Choices for Elementary Classrooms

ERIC Educational Resources Information Center

Atkinson, Terry S.; Matusevich, Melissa N.; Huber, Lisa

2009-01-01

Teachers often use science trade books in the classroom for a number of reasons: to enhance science instruction, to augment an adopted science textbook, or to integrate literacy with subject-area content. Using Patricia Hunsader's mathematics trade book evaluation rubric published in the April 2004 issue of "Reading Teacher" as a model, the…

An Overview of Science Education in the Philippines

ERIC Educational Resources Information Center

Kahle, Jane Butler

1975-01-01

Presented is a description of the cooperative efforts of many agencies, beginning in 1958, to improve science and mathematics education in all elementary and secondary schools in the Philippines. Nine regional science teaching centers have been developed and are briefly described as well as teacher salaries, and textbook information. This journal…

COURSE AND CURRICULUM IMPROVEMENT PROFECTS--MATHEMATICS, SCIENCE, ENGINEERING.

ERIC Educational Resources Information Center

FONTAINE, THOMAS D.

ELEMENTARY, SECONDARY, AND COLLEGE LEVEL SCIENCE COURSE IMPROVEMENT PROJECTS ARE DESCRIBED. INDIVIDUAL PROJECTS ARE CLASSIFIED ACCORDING TO INSTITUTIONAL LEVEL AND ACADEMIC DISCIPLINE. MANY OF THE PROJECTS REPRESENT COMPLETE EDUCATIONAL PROGRAMS AND INCLUDE SUCH MATERIALS AS STUDENT TEXTBOOKS, LABORATORY MANUALS, SUPPLEMENTARY READINGS, TEACHER…

Science Books, A Quarterly Review, Volume 7 Number 4.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

"Science Books" is published quarterly to review trade books, textbooks, and reference works in the pure and applied sciences for students in the elementary school, secondary school, and first two years of college. It includes selected advanced and professional books useful for reference by students and faculty members. The approximately 200…

Science Books, A Quarterly Review, Volume 7 Number 2.

ERIC Educational Resources Information Center

Science Books A Quarterly Review, 1971

1971-01-01

Science Books is published quarterly to review trade books, textbooks, and reference works in the pure and applied sciences for students in the elementary school, secondary school, and first two years of college. It includes selected advanced and professional books useful for reference by students and faculty members. The approximately 234 titles…

Science Books, A Quarterly Review, Volume 7 Number 3.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

"Science Books" is published quarterly to review trade books, textbooks, and reference works in the pure and applied sciences for students in the elementary school, secondary school, and first two years of college. It includes selected advanced and professional books useful for reference by students and faculty members. The approximately 240…

Science Books, Volume 9 Number 4.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly publication of the American Association for the Advancement of Science contains reviews of trade books, textbooks, and reference works in the pure and applied sciences which are intended for students in the elementary and secondary schools and in the first two years of college. In addition, books on scientific topics intended for…

Science Books, Volume 9 Number 1.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in elementary and secondary schools and in the first two years of college. Included are selected advanced and professional books useful for reference by students and faculty members. A listing of detailed subject fields is…

Science Books, Volume 10 Number 2.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in elementary and secondary schools and in the first two years of college. Included are selected advanced and professional books useful to students and faculty members. A listing of detailed subject fields is provided including…

Science Books: A Quarterly Review, Volume 5 Number 3.

ERIC Educational Resources Information Center

Deason, Hilary J.

This publication reviews tradebooks, textbooks, and reference works in the pure and applied sciences for students in the elementary schools, secondary schools, and in the first two years of college. Included are selected advanced and professional books useful for reference by students and faculty members. Evaluations and annotations of books…

Science Books, Volume 10 Number 1.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in elementary and secondary schools and in the first two year of college. Included are selected advanced and professional books useful for reference by students and faculty members. A listing of detailed subject fields is…

Science Books: A Quarterly Review, Volume 8, Number 4.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in kindergartens, elementary schools, secondary schools, and in the first two years of college. Also included are selected advanced and professional books useful for reference by students and faculty members. Annotations are…

Ciencias 3. Manual do Professor (Science 3. Teacher's Manual).

ERIC Educational Resources Information Center

Raposo, Lucilia

This teaching guide contains materials corresponding to those found in the nine sections of the grade 3 elementary science textbook. It also contains lesson objectives, instructional strategies, classroom activities, and evaluation methods. Among the topic areas found in the nine sections are: (1) solar energy, electricity, and light; (2) solar…

Science Books, A Quarterly Review, Volume 8 Number 2.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

This quarterly journal reviews books in different science fields which could be used by teachers in elementary school, secondary school, and in the first two years of college. Not only are the textbooks reviewed, but trade books and reference works in pure and applied sciences are included. Annotations are listed in order of Dewey Decimal…

Interactive and Textbook Lessons in Science Instruction: Combining Strategies to Engage Students in Learning

ERIC Educational Resources Information Center

Puentes, Christina

2007-01-01

Students in elementary classrooms are not receiving science instruction that is engaging and challenging. The review of the literature indicates that the way that the information is presented has more of an impact on the students than simply whether they comprehend the information. Studies show that hands-on science instruction allows success…

Exploring the Role of a Discrepant Event in Changing the Conceptions of Evaporation and Boiling in Elementary School Students

ERIC Educational Resources Information Center

Paik, Seoung-Hey

2015-01-01

The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation…

Student memories: Insights for science reform

NASA Astrophysics Data System (ADS)

Chaillie, Jane Hall

The purpose of this study was to examine the recollections pre-service teachers majoring in elementary education have of their science experiences during their elementary years and to explore the recollections in the context of science education reform efforts. At the beginning of science methods course work, pre-service elementary teachers reflected on their memories of their own elementary education experiences. Themes from 102 reflective essays collected in two settings and time periods were identified and compared. The themes remained consistent over both settings and time frames studied and fall into three general categories: curriculum and instruction, teacher traits, and student traits. The pre-service teachers expressed difficulty in recalling elementary science experiences and attributed their limited memories to what they perceived as a low priority of science content in the elementary curriculum. Teaching strategies played a prominent role in the memories reported. Hands-on and active learning strategies produced positive memories, while lectures, reading textbooks, and completing worksheets resulted in more negative memories. Furthermore, pre-service teacher essays often failed to connect the learning activities with concept development or understanding. Pre-service teachers were split nearly equally between those who liked and those who disliked elementary science. The attributes of elementary teachers received the least attention in the categories and focused primarily on passion for teaching science. Implications for science reform leaders, teacher education preparation programs, and school administrators and curriculum directors are identified.

Vital Connections: Children, Science, and Books. Papers from a Symposium (Washington, D.C., November 20, 1986).

ERIC Educational Resources Information Center

Saul, Wendy, Ed.; Jagusch, Sybille A., Ed.

This monograph outlines important issues that surround the topic of children's science books. In the introduction, the role of books in hands-on science curricula is discussed. In the title essay of the collection, F. J. Rutherford argues against the reliance on textbooks in elementary school science, but yet feels that books are an essential part…

Science Books, Volume 10 Number 4.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in elementary and secondary schools and in the first two years of college. Included are selected advanced and professional books useful for reference by students and teachers. Each book is reviewed and annotated by a qualified…

Science Books, Vol. 9, No. 3.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly publication contains reviews of trade books, textbooks, and reference works in the pure and applied sciences which are intended for students in the elementary and secondary schools and in the first two years of college. In addition, books on scientific topics intended for the general reader are reviewed, as are selected advanced and…

Science Books, Vol. 9, No. 2.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly publication contains reviews of trade books, textbooks, and reference works in the pure and applied sciences which are intended for students in the elementary and secondary schools and in the first two years of college. In addition, books on scientific topics intended for the general reader are reviewed, as are selected advanced and…

Science Books, Vol. 10 No. 3.

ERIC Educational Resources Information Center

Wolff, Kathryn, Ed.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in elementary and secondary schools and in the first two years of college. Included are selected advanced and professional books useful for reference to students and teachers. Each book is reviewed and annotated by a qualified…

Science Books, A Quarterly Review, Volume 8 Number 1.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in the elementary schools, in secondary school and in the first two years of college. Included are selected advanced and professional books useful for reference by students and faculty members. Annotations are listed in order of…

Explanation in Science Trade Books Recommended for Use with Elementary Students

ERIC Educational Resources Information Center

Smolkin, Laura B.; McTigue, Erin M.; Donovan, Carol A.; Coleman, Julianne M.

2009-01-01

Given concerns with the low levels of explanation in science education classrooms, it has been suggested that text may supply a higher percentage of explanatory discourse than do classroom teachers. However, given that textbooks have been shown to differ little from teacher discourse in percentages of explanation, the present study sought to…

Ciencias 2 (Science 2). [Student's Workbook].

ERIC Educational Resources Information Center

Raposo, Lucilia

Ciencias 2 is the second in a series of elementary science textbooks written for Portuguese-speaking students. The text develops the basic skills that students need to study their surroundings and observe natural facts and phenomena by following scientific methods. The book is composed of 10 chapters and includes 57 lessons. Topics included are…

Representing Nature of Science in a Science Textbook: Exploring author-editor-publisher interactions

NASA Astrophysics Data System (ADS)

DiGiuseppe, Maurice

2014-05-01

Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)-a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of NOS; squared these with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing. As a result, the team developed and incorporated, in the textbook, representations of NOS they believed were the most pedagogically suitable. Analysis of the data in this study indicates that a number of factors significantly influenced the development of representations of NOS, including representational accuracy (the degree to which representations of NOS conformed to informed views of the NOS), representational consistency (the degree to which representations of NOS in different parts of the book conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level appropriateness of the NOS representations), representational alignment (the degree to which NOS representations aligned with mandated curriculum), representational marketability (the degree to which NOS representations would affect sales of the textbook), and 'Workplace Resources' factors including availability of time, relevant expertise, and opportunities for professional development.

Creating a Science E-Book with Fifth Grade Students

ERIC Educational Resources Information Center

Encheff, Dana

2013-01-01

This article explains how one teacher used iBooks Author, a free digital textbook creation tool that makes iBooks for iPads, in an upper elementary classroom to improve students' expository writing skills and understanding of science content. The classroom teacher taught students pre-requisite writing and technology skills for two weeks, and…

The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry Textbooks

NASA Astrophysics Data System (ADS)

Niaz, Mansoor

2000-05-01

Research in science education has recognized the importance of history and philosophy of science. Given this perspective, it is important to analyze how general chemistry textbooks interpret Millikan's oil drop experiment. This study has the following objectives: (a) elaboration of a history and philosophy of science framework based on a rational reconstruction of experimental observations that led to the Millikan-Ehrenhaft controversy; (b) formulation of six criteria based on the framework, which could be useful in the evaluation of chemistry textbooks; and (c) evaluation of 31 chemistry textbooks based on the criteria. Results obtained showed that most textbooks lacked a history and philosophy of science framework and did not deal adequately with the following aspects. (a) The Millikan-Ehrenhaft controversy can open a new window for students, demonstrating how two well-trained scientists can interpret the same set of data in two different ways. (b) Millikan's perseverance with his guiding assumption shows how scientists can overcome difficulties with anomalous data. (c) Millikan's methodology illustrates what modern philosophers of science consider important issues of falsification, confirmation, and suspension of disbelief. (d) The experiment is difficult to perform even today, owing to the incidence of a series of variables. (e) Millikan's major contribution consists of discovering the experiment to provide confirmation for the elementary electrical charge.

A Content Analysis of Asian-Pacific Folk Songs in American Elementary Music Textbooks from 1967 to 2008

ERIC Educational Resources Information Center

Culig, Edna Aurora C.

2012-01-01

In this quanto-historical study, the author conducted a content analysis of Asian-Pacific (AP) folk songs in 18 American elementary music textbooks published from 1967 to 2008. The researcher addressed the questions: (1) To what degree are AP folk songs included in the printed and recorded repertoire of elementary music textbook series published…

An Analysis of Problem-Posing Tasks in Chinese and US Elementary Mathematics Textbooks

ERIC Educational Resources Information Center

Cai, Jinfa; Jiang, Chunlian

2017-01-01

This paper reports on 2 studies that examine how mathematical problem posing is integrated in Chinese and US elementary mathematics textbooks. Study 1 involved a historical analysis of the problem-posing (PP) tasks in 3 editions of the most widely used elementary mathematics textbook series published by People's Education Press in China over 3…

Impact of Culturally Relevant Contextualized Activities on Elementary and Middle School Students' Perceptions of Science: An Exploratory Study

ERIC Educational Resources Information Center

González-Espada, Wilson; Llerandi-Román, Pablo; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; Ortiz-Vega, Nicole; Feliú-Mójer, Mónica; Colón-Ramos, Daniel

2015-01-01

Although researchers have argued that textbooks should be customized to local cultures and experiences, they rarely are. Ciencia Puerto Rico, a non-profit group interested in promoting science literacy and education among Latino(a)s/Hispanics, identified a need to provide schools with culturally relevant materials. The result was the publication…

Behind the Evolution-Creation Science Controversy.

ERIC Educational Resources Information Center

Parker, Franklin

1982-01-01

Historical background to Arkansas Act 590, mandating inclusion of creationism in public school curriculum, is given, including the history of antievolution bills, emergence of textbook watchers, and political issues in the law's passage. Suggestions are given for elementary and secondary teachers to become informed and active regarding…

Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability Children.

PubMed

Hannus; Hyönä

1999-04-01

Effects of illustrations on learning authentic textbook materials were studied among 10-year-old elementary school children of high and low intellectual ability. Experiment 1 showed that the presence of illustrations improved learning of illustrated text content, but not that of nonillustrated text content. Comprehension scores were improved by the presence of illustrations for high-ability children, but not for low-ability children. In Experiment 2, children's eye movements were measured during learning of illustrated textbook passages to study how children divide their attention between text and illustrations. The results suggest that learning is heavily driven by the text and that children inspect illustrations only minimally. High-ability students were more strategic in processing in the sense that they spent relatively more time on pertinent segments of text and illustrations. It is concluded that the learning of illustrated science textbook materials involves requirements that may be more readily met by more intellectually capable students. Copyright 1999 Academic Press.

Content Analysis of Songs in Elementary Music Textbooks in Accordance with Values Education in Turkey

ERIC Educational Resources Information Center

Yalçinkaya, Begüm

2015-01-01

The aim of this study is to determine which values are included in education songs in elementary school textbooks and the level of these values. This study, conducted using document analysis method, involved primary education music class textbooks. Education songs in textbooks were analyzed within the frame of 29 values determined based on…

How Do Elementary Textbooks Address Fractions? A Review of Mathematics Textbooks in the USA, Japan, and Kuwait

ERIC Educational Resources Information Center

Alajmi, Amal Hussain

2012-01-01

Textbooks play an important part in the design of instruction. This study analyzed the presentation of fractions in textbooks designed for the elementary grades in Kuwait, Japan, and the USA. The analysis focused on the physical characteristics of the books, the structure of the lessons, and the nature of the mathematical problems presented.…

Examining How Prospective Teachers Come To Understand Two Science Constructs, Evaporation and Condensation, as a Result of Class Discussion and Textbook Reading.

ERIC Educational Resources Information Center

You, Li-Ching; Schallert, Diane L.

As part of a larger project aimed at exploring how students' conceptual growth results from interacting with the teacher and the assigned readings associated with a course, this study focused on how prospective elementary teachers conceptualized two concepts, evaporation and condensation in a Concepts in Earth Science Course. In the conceptual…

Briefkasten oder Brieftaube? Zur Auswahl der Lexik in amerikanischen Deutschlehrwerken fuer die Grundstufe. ("Mailbox" or "Carrier Pigeon"? Selecting Vocabulary for American College-Level Elementary German Textbooks).

ERIC Educational Resources Information Center

Bolton, Sibylle

A comparison of four college-level elementary German textbooks reveals significant differences in the numbers of vocabulary entries in each textbook. Further comparison of three of the textbooks with the basic German vocabulary lists provided in "Kontaktschwelle Deutsch als Fremdsprache" and in "Das Zertificat Deutsch als Fremdsprache" reveal in…

Rika-Shoshi, the First Physics Experiment Textbook Published in Japanese and its Editor, Jun'ichi Udagawa

NASA Astrophysics Data System (ADS)

Takahashi, Hiroshi; Akabane, Akira; Shozawa, Jun; Tamaki, Toyomi

The aim of this study is to examine the teaching of physics experiment at elementary and secondary school levels at the time when Japanese science education commenced. In this report, we focused on the first Japanese textbook of physics experiment, Rika-Shoshi, published in 1882 and the editor of the book, Udagawa Jun'ichi. Many experiments in Rika-Shoshi can be performed using low-cost everyday materials. We compare Rika-Shoshi with the original English textbooks and describe Udagawa's physics teaching in the Gunma Normal School based on the documents in the Gunma University archives. We discuss how we can learn from physics education as taught about 130 years ago.

Are U.S. Elementary School Reading Textbooks Sex Stereotyped?

ERIC Educational Resources Information Center

Gonzalez-Suarez, Mirta; Ekstrom, Ruth B.

Seven representative elementary school textbooks used in the United States were examined, as part of an international study of sex-stereotyping in textbooks, to determine whether the depiction of males and females was qualitatively and quantitatively sex-equitable. The analysis used a gender models checklist developed by M. Gonzalez-Suarez (1986)…

A study of culturally syntonic variables in the bilingual/bicultural science classroom

NASA Astrophysics Data System (ADS)

Barba, Robertta H.

The purpose of this study was to conduct a needs assessment of bilingual/bicultural elementary science classrooms in order to determine if the current instructional environment addresses the educational needs of Hispanic/Latino children. This study examined 57 randomly selected elementary bilingual/bicultural science classrooms in a large metropolitan area of the southwestern United States in terms of culturally syntonic variables (i.e., culture-of-origin beliefs and/or practices that impact the teaching/learning process). Findings from this study indicate that Hispanic/Latino children are receiving science instruction: (a) with culturally asyntonic printed materials, teaching strategies, and supplementary materials, (b) in classrooms that do not use the child's native language, familia learning groups, peer tutoring, or manipulative materials, and (c) with oral and verbal instruction that lack culturally syntonic role models, examples, analogies, and elaborations. Findings from this study imply that changes are needed in pre-service and in-service teacher training, in science textbook formats, and in the scope and focus of elementary school bilingual/bicultural science curriculum and instructional strategies.

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.

No Sissy Boys Here: A Content Analysis of the Representation of Masculinity in Elementary School Reading Textbooks.

ERIC Educational Resources Information Center

Evans, Lorraine; Davies, Kimberly

2000-01-01

Investigated the portrayal of gender characteristics in elementary school textbooks, particularly masculine and feminine stereotypes, examining first, third, and fifth grade literature textbooks using an evaluative instrument based on the Bem Sex Role Inventory. Despite publisher's guidelines and Title IX, males are still portrayed primarily in a…

The Presentation of Technology for Teaching and Learning Mathematics in Textbooks: Content Courses for Elementary Teachers

ERIC Educational Resources Information Center

Jones, Dustin; Hollas, Victoria; Klespis, Mark

2017-01-01

This article presents an overview of the ways technology is presented in textbooks written for mathematics content courses for prospective elementary teachers. Six popular textbooks comprising a total of more than 5,000 pages were examined, and 1,055 distinct references to technology were identified. These references are coded according to…

Complicating Patriotism in the Elementary Grades: An Examination of Rugg and Krueger's Overlooked Textbooks

ERIC Educational Resources Information Center

Kissling, Mark T.

2015-01-01

In the late 1930s several prominent self-described patriotic groups attacked social studies pioneer Harold Rugg as "un-American." The largest instance of textbook censorship in American history unfolded. Yet little attention was given (and continues to be given by scholars) to Rugg's elementary textbooks that he wrote with Louise…

Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

NASA Astrophysics Data System (ADS)

Williams, Richard L.; Yore, Larry D.

Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?

ERIC Educational Resources Information Center

Newton, Douglas P.; Newton, Lynn D.

2007-01-01

Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and…

Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks

ERIC Educational Resources Information Center

Joo, Young Ju; Joung, Sunyoung; Choi, Se-Bin; Lim, Eugene; Go, Kyung Yi

2014-01-01

The purpose of this study is to explore variables affecting the acceptance of digital textbooks in the elementary school environment and provide basic information and resources to increase the intention of acceptance. Based on the above research purposes. Surveys were conducted using Google Docs targeting randomly selected elementary school…

The effects of the use of children's literature as an instructional approach on the science knowledge achievement and attitudes of third-grade students

NASA Astrophysics Data System (ADS)

Royce, Christine Anne

This study examined three instructional approaches to determine the comparative effects of using children's literature on the development of factual and conceptual knowledge of third-grade students as well as their attitudes toward the method of instruction and science. Students from four intact classes were taught a six-week, researcher developed unit on the topic of invertebrates for 30 minutes per day that utilized the Directed Reading Approach (DRA). The Naive Comparison Group served as the control for this study and received no instruction on invertebrates. The Textbook Group obtained their information from the Houghton Mifflin Discovery Works textbook series. The Combined Group obtained their information from both textbook series and selected children's tradebooks. The Tradebook Group obtained their information from selected children's tradebooks. This study utilized an adaptation on a non-randomized Pretest-Posttest Group Design. All four intact groups took a pretest and posttest to measure their factual and conceptual knowledge of invertebrates. This data was scored and analyzed for significance at the.05 level using an ANCOVA. No significant differences were found between the four groups for the achievement test. All four intact groups took a pre- and post-attitude survey, which addressed their attitudes toward textbooks, tradebooks, and science. This data was scored and analyzed for significance at the .05 level using three separate, analyses of variance with repeated measures. There were no significant differences between the pre- and post-attitude surveys on the topic of textbooks or tradebooks. There was a significant difference between the pre- and post-attitude surveys for the students' attitudes toward science. It was concluded that the use of tradebooks in place of or in conjunction with textbooks is a viable alternative to the use of textbooks in the elementary science classroom.

A Comparative Study of Geometry in Elementary School Mathematics Textbooks from Five Countries

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Yang, Der-Ching

2016-01-01

The purposes of this study were to compare the differences in the use of geometry in elementary school mathematics textbooks among Finland, Mainland China, Singapore, Taiwan, and the USA and to investigate the relationships between the design of the textbooks and students' performance on large-scale tests such as TIMSS-4 geometry, TIMSS-8…

Teachers Beware: Elementary Social Studies Textbooks Are Getting Harder to Read.

ERIC Educational Resources Information Center

Johnson, Roger E.

An evaluation of elementary social studies textbooks indicates that eight factors are making textbooks harder to read. These factors are: (1) the reading level of the book and/or the range of reading levels within it; (2) long sentences and/or too many concepts within a sentence or paragraph; (3) the use of vague terms, technical vocabulary, and…

"Whose" Content, Context, and Culture in Elementary Art and Music Textbooks? Elementary Subjects Center Series No. 23.

ERIC Educational Resources Information Center

May, Wanda T.; And Others

An analysis and critique of two elementary textbook series: "Discover Art" by Davis Publications and "World of Music" published by Silver Burdett & Ginn are presented. "Whose content, context, and culture?" is an ideological question that assumes that equitable social relations and diverse ways of knowing ought to…

Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism).

ERIC Educational Resources Information Center

San Diego City Schools, CA.

This newsletter is designed for use by teachers, counselors, and administrators involved in bilingual-bicultural education programs. The first three articles, by R. Garcia, R. Pena, and R. Wiezell, which are in Spanish, review language textbooks, materials for teaching elementary science, and several Spanish dictionaries. R. Garza discusses the…

Ethiopian Environmental Education from a Utopian Perspective: A Comparative Study of Two Children's Outlooks

ERIC Educational Resources Information Center

Debele, Meskerem; Plevyak, Linda

2017-01-01

This article focuses on the topic of nature/environment in elementary environmental science textbooks, and the comparison between two third graders at a private Ethiopian school with an antiutopian and a utopian perspective on the environment. The antiutopian perspective is marked by a disconnect in one's cognitive representation of natural…

Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks

NASA Astrophysics Data System (ADS)

Staver, John R.; Bay, Mary

The purpose of this descriptive study was to examine selected units of commonly used elementary science texts, using the Project Synthesis goal clusters as a framework for part of the examination. An inquiry classification scheme was used for the remaining segment. Four questions were answered: (1) To what extent do elementary science textbooks focus on each Project Synthesis goal cluster? (2) In which part of the text is such information found? (3) To what extent are the activities and experiments merely verifications of information already introduced in the text? (4) If inquiry is present in an activity, then what is the level of such inquiry?Eleven science textbook series, which comprise approximately 90 percent of the national market, were selected for analysis. Two units, one primary (K-3) and one intermediate (4-6), were selected for analysis by first identifying units common to most series, then randomly selecting one primary and one intermediate unit for analysis.Each randomly selected unit was carefully read, using the sentence as the unit of analysis. Each declarative and interrogative sentence in the body of the text was classified as: (1) academic; (2) personal; (3) career; or (4) societal in its focus. Each illustration, except those used in evaluation items, was similarly classified. Each activity/experiment and each miscellaneous sentence in end-of-chapter segments labelled review, summary, evaluation, etc., were similarly classified. Finally, each activity/experiment, as a whole, was categorized according to a four-category inquiry scheme (confirmation, structured inquiry, guided inquiry, open inquiry).In general, results of the analysis are: (1) most text prose focuses on academic science; (2) most remaining text prose focuses on the personal goal cluster; (3) the career and societal goal clusters receive only minor attention; (4) text illustrations exhibit a pattern similar to text prose; (5) text activities/experiments are academic in orientation, almost to the exclusion of other goal clusters; (6) end-of-chapter sentences are largely academic; (7) inquiry is absent or present only in limited forms in text activities/experiments; and (8) texts allocate only a minor portion of space to activities/experiments. Detailed findings are given as numeral, percentage, and decimal values. Discussion focuses on the implications of the results and a comparison of NSTA recommendations with the results of this analysis.

The transformation of primary school science and mathematics: A cross-national analysis, 1900-1995

NASA Astrophysics Data System (ADS)

McEneaney, Elizabeth H.

1998-12-01

The global rise of the liberal individualist polity produces several broad cultural changes that influence the content of mass educational curricula, and that do so on a worldwide basis. First, there is a dramatic broadening of the range of persons constituted as actors, so that subjects such as science are seen as relevant for everyone. Second, the cultural domain of science and mathematics expands so that they are understood to provide solutions to personal and societal problems of all kinds. A critical tension arises, however, since science also becomes increasingly differentiated, such that expertise becomes defined in ever-narrower fields. I argue that these global cultural changes transform the content and style of primary science and mathematics textbooks. World-polity theory guides the interpretation of a content analysis of upper elementary level textbooks from over 50 nations, published between 1900 and 1995. Science textbooks become much more participatory in their orientations over the course of the century, fully incorporating individual actors (with large increases, for example, in the inclusion of girls and women) and hands-on activities. School science also becomes more culturally accessible through an emphasis on personal relevance and humor or fun. Thus, science is portrayed as a truly human endeavor rather than as a body of knowledge unsullied by human experience. The trends are similar, though somewhat more muted, for mathematics. At the same time, the study shows that school science and mathematics retain a significant emphasis on disciplinary expertise, reflecting the increasingly specialized and technocratic nature of science. Multivariate statistical analyses support the claim that the construction of modern curricular materials such as textbooks is highly sensitive to various kinds of organizational, cultural, and professional linkages to world society. This helps explain why the data show that changes tend to be worldwide. In contrast, characteristics of individual nation-states tend to be relatively weak correlates of textbook content. I argue that the trends shown in science and mathematics are most accurately seen as part of a wider shift in curricular content, cutting across all subject areas and extending through university-level curricula.

History Textbooks at the New Century: A Report of the American Textbook Council.

ERIC Educational Resources Information Center

Sewall, Gilbert T.

The American Textbook Council identified the nation's leading social studies textbooks based on estimated volume of sales and on adoptions in California, Indiana, North Carolina, Florida, and New York. Three multi-volume elementary-level programs and about a dozen secondary-level history textbooks command the market. The history textbooks at the…

Effects of nonfiction guided interactive read-alouds and think-alouds on fourth grader's depth of content area science vocabulary knowledge and comprehension

NASA Astrophysics Data System (ADS)

Hanna, Tania Tamara

Effects of nonfiction guided interactive read-alouds and think-alouds as a supplement to basal science textbooks on three vocabulary measures, definitions, examples, and characteristics, and one multiple-choice comprehension measure were assessed for 127 fourth graders over three time periods: pretest, posttest, and a 2-week delayed posttest. Two of three fourth-grade elementary science teachers implemented a series of 12 content-enhanced guided interactive scripted lessons. Two of these teachers implemented two treatments each. The first condition employed basal science textbooks as the text for guided interactive read-alouds and think-alouds while the second treatment employed basal science textbooks in conjunction with nonfiction text sets as the texts for guided interactive read-alouds and think-alouds. The third teacher, guided by traditional lesson plans, provided students with silent independent reading instruction using basal science textbooks. Multivariate analyses of variance and analyses of variance tests showed that mean scores for both treatment groups significantly improved on definitions and characteristics measures at posttest and either stabilized or slightly declined at delayed posttest. The treatment-plus group lost considerably on the examples posttest measure. The treatment group improved mean scores on the examples posttest measure, outperforming the treatment-plus group and the control group. Alternately, the control group significantly improved on the delayed posttest examples measure. Additionally, the two groups implementing guided interactive read-alouds and think-alouds performed better than the independent reading group on multiple-choice comprehension measures at posttest and sustained those gains 2 weeks later on delayed posttests. Findings maintain the incremental nature of vocabulary acquisition and development research and emphasize the roles of listening and speaking as critical features for integrating vocabulary into long-term memory.

Content Analysis of Jordanian Elementary Textbooks during 1970-2013 as Case Study

ERIC Educational Resources Information Center

Abed, Eman Rasmi; Al-Absi, Mohammad Mustafa

2015-01-01

This study aims to determine types of mathematic disciplines (in term of topics) in Jordanian Elementary textbooks. This study evaluates mathematics text books especially in the period between 1970 and 2013 and identifies types and quantities of mathematics. To examine the relative quantity of mathematics, branches of mathematics, presentation…

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking-inquiry skills. These conclusions support the value of a non-traditional, computer-based approach to instruction, such as exemplified by The Voyage of the Mimi curriculum, and a recommendation for reform in science teaching that has recommended the use of computer technology to enhance learning outcomes from science instruction to assist in reversing the trend toward what has been perceived to be relatively poor science performance by American students, as documented by the 1996 Third International Mathematics and Science Study (TIMSS).

Knowledge Transmission versus Social Transformation: A Critical Analysis of Purpose in Elementary Social Studies Methods Textbooks

ERIC Educational Resources Information Center

Butler, Brandon M.; Suh, Yonghee; Scott, Wendy

2015-01-01

In this article, the authors investigate the extent to which 9 elementary social studies methods textbooks present the purpose of teaching and learning social studies. Using Stanley's three perspectives of teaching social studies for knowledge transmission, method of intelligence, and social transformation; we analyze how these texts prepare…

Study of Fractions in Elementary Mathematics Textbooks from Finland and Taiwan

ERIC Educational Resources Information Center

Yang, Der-Ching

2018-01-01

This study examines the different ways in which fractions are dealt with in two elementary mathematics textbook series: Kang Hsuan (KH) in Taiwan and Laskutaito in Finland. The results showed that the total number of fraction questions in Laskutaito is higher than that in KH and that Laskutaito highlights the basic definition of fractions to help…

Pre-Calculus Instructional Guide for Elementary Functions, Analytic Geometry.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

This is a guide for use in semester-long courses in Elementary Functions and Analytic Geometry. A list of entry-level skills and a list of approved textbooks is provided. Each of the 18 units consists of: (1) overview, suggestions for teachers, and suggested time; (2) list of objectives; (3) cross-references guide to approved textbooks; (4) sample…

A Content Analysis of Grammar Presented in Elementary School Textbooks Published Between 1961-1970.

ERIC Educational Resources Information Center

Tiedt, Iris McClellan

This study investigated the impact of English linguistics on elementary school English textbooks published during the decade 1961-1970. The study examined seventeen sixth grade English texts in order to determine trends in the treatment of English grammar. Data were divided to show contrasts between texts published before Roberts' Series…

A Comparative Study of Contemporary Japan in Japanese and U.S. World History Textbooks.

ERIC Educational Resources Information Center

Ogawa, Masato

In both Japan and the United States textbooks are regarded as one of the primary tools for classroom instruction. The curricula for elementary and secondary education is the responsibility of each of the 50 states in the United States. In Japan, the Ministry of Education determines the course of study, and curriculum for elementary and secondary…

The Power of Knowledge: A Critical Analysis of the Depiction of Ethnic Minorities in China's Elementary Textbooks

ERIC Educational Resources Information Center

Chu, Yiting

2015-01-01

This study critically analyzes knowledge about: (1) ethnic minority groups; (2) the dominant Han group; and (3) the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China. The analysis reveals that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in…

Evaluation of the Cultural Elements in the Textbook "Genki I: an Integrated Course in Elementary Japanese"

ERIC Educational Resources Information Center

Er, Onur

2017-01-01

This study aims to examine the textbook "Genki I: An Integrated Course in Elementary Japanese" in terms of cultural elements. The data of this qualitative research were collected by means of the document review method. Content analysis, one of the qualitative analysis techniques, was used in the evaluation of the research data. A second…

Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving

ERIC Educational Resources Information Center

Takahashi, Akihiko

2016-01-01

Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over…

The Development of "Water Strider" Inquiry Learning Program for Improving Scientific Inquiry Learning Ability in the Chapter "The Little Creatures World" of the Korea Elementary School 5th Grade Science Textbook

ERIC Educational Resources Information Center

Kim, Dongryeul

2017-01-01

The purpose of this study was to develop a "Water strider" Inquiry Learning Program for improved inquiry learning, and to analyze the validity of the "Water strider." The Inquiry Learning Program's goal was to create an application for finding out an on-site applicability for the "Water strider" Inquiry Learning…

Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks

ERIC Educational Resources Information Center

Ding, Meixia

2016-01-01

This study, focusing on inverse relations, examines how representative U.S. and Chinese elementary textbooks may provide opportunities to learn fundamental mathematical ideas. Findings from this study indicate that both of the U.S. textbook series (grades K-6) in comparison to the Chinese textbook samples (grades 1-6), presented more instances of…

Two Traditions in the Social Studies Curriculum for the Elementary Grades: The Textbooks of Paul R. Hanna and Harold O. Rugg

ERIC Educational Resources Information Center

Bisland, Beverly Milner

2009-01-01

In the 1920s and 1930s, Paul R. Hanna and Harold O. Rugg developed new textbooks that integrated social studies curriculum in the elementary grades for the first time. Each author's curriculum; Hanna's expanding environments framework and Rugg's recurring concepts with a focus on contemporary issues has significantly impacted today's elementary…

Gender Representations in the Illustrations of the 6th Grade Language Textbook Used in Greek Elementary School

ERIC Educational Resources Information Center

Karintzaidis, Nikolaos; Christodoulou, Anastasia; Kyridis, Argyris; Vamvakidou, Ifigeneia

2016-01-01

This study explores the way in which the two sexes are presented in education and particularly in the illustration of the language textbook used in the 6th Grade of Greek elementary school. In a society where gender equality is constitutionally enshrined and displayed as an educational policy objective, it attempts to examine if school textbook…

Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non-Specialists Attend to Reasoning in Music?

ERIC Educational Resources Information Center

Newton, Douglas P.; Newton, Lynn D.

2006-01-01

For good reason, many believe that class teachers should make a significant contribution to the music education of young children. In practice, these teachers are often unenthusiastic about the task, feeling that they lack the knowledge and skills to teach music with confidence. Could elementary music textbooks intended for children serve as…

The Culture and Commerce of the Textbook.

ERIC Educational Resources Information Center

Apple, Michael W.

1985-01-01

The textbook dominates curricula at the elementary, secondary, and even college levels. The ideological, political, and economic sources of its production, distribution, and reception are examined. (RM)

What do primary students know about science, scientists and how they do their work?

NASA Astrophysics Data System (ADS)

Bartels, Selina L.

The teaching of scientific literacy is the primary goal of elementary science education. Scientific literacy is composed of the overall understanding of what science is and how scientific knowledge is developed. The purpose of this study was to see if elementary students' understandings of science, scientists and how scientists do their work changes from grade one to grade five of elementary school. Furthermore, the study attempts to determine whether there is a difference in scientific literacy between students taught using a textbook curriculum versus a kit-based curriculum. The study draws on a sample of 338 students from 18 different classrooms situated in six different schools in both urban and suburban areas of a large Midwestern city. Students' understandings of science, scientists and how they do their work was measured through a valid and reliable oral protocol entitled Young Children's Views of Science (YCVS) (Lederman, J., Bartels, Lederman, & Ganankkan, 2014). The YCVS assesses students' understandings of the aspects of scientific inquiry (SI) and the nature of science (NOS) that young elementary students are able to understand. These aspects are; science, scientists, multiple methods, observation/inference, begins with a question, empirical, subjectivity, tentativeness and creativity. The YCVS was administered orally for grade one students, and a paper-and-pencil version was given to grades three and five. Results indicated that there are very few gains in NOS and SI understandings between grades one and five in the schools included in this study. None of the schools in this study made significant gains for all of the nine aspects measured in this study. Examining curriculum's affect on NOS and SI understandings, understanding of only one aspect was significantly impacted by curriculum differences. Subjectivity understanding was impacted by kit-based instruction. Overall, students' understandings of science, scientists and how they do their work did not significantly change from grade one to grade five regardless of what type of curriculum they followed. This study shows that students' scientific literacy is not being developed throughout elementary school. Therefore, the teaching of scientific literacy in an explicit and reflective manner should be the focus of preservice elementary school education.

EQUATIONS AND THE EQUAL SIGN IN ELEMENTARY MATHEMATICS TEXTBOOKS.

PubMed

Powell, Sarah R

2012-06-01

To promote a relational understanding of the equal sign (=), students may require exposure to a variety of equation types (i.e., 3 = 8 - 5; 2 + 3 = 1 + 4; 9 - 3 = 6). The purpose of this study was to evaluate 8 elementary curricula for degree of exposure to equation types. Across 6 elementary grade levels, curricula were coded for the number of standard and nonstandard equation types appearing within the student textbook. Except in 1 of the 8 curricula, students typically do not receive exposure to nonstandard equation types that promote a relational understanding of the equal sign. An analysis of the accompanying teacher manual for each textbook suggests that students receive minimal instruction on relational definitions of the equal sign, with the majority of instruction occurring in grades K-2 and minimal instruction provided in grades 3-5.

Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Poffo, M. Roberta

2012-07-01

The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

NASA Astrophysics Data System (ADS)

Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

2016-04-01

Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

Preservice elementary teachers' personal science teaching efficacy and science teaching outcome expectancies: The influence of student teaching

NASA Astrophysics Data System (ADS)

Plourde, Lee Alton

This study was unique in garnering an early view at how the deterioration of science teacher education begins. This investigation examined the impact of the student teaching semester on preservice elementary teachers' personal efficacy beliefs and outcome expectancy beliefs in science teaching. Participants in the study included the student teachers of three separate cohort groups commencing and completing their student teaching semester at the same time. Qualitative data were gathered from interviews and observations from selected individuals of these cohort groups. Quantitative and qualitative research methods were employed in the study. Utilizing a pretest and posttest one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B). The pretest was administered at the beginning of the student teaching semester, before the student teachers began their "soloing" teaching, and the posttest was administered at the completion of the student teaching semester and "soloing" period. Qualitative data were derived from interviews and observations which were audio recorded and transcribed. The results of this study revealed that the student teaching semester did not have a statistically significant impact on the subjects' sense of personal self-efficacy, but the influence was statistically significant in regards to the student teachers' beliefs about children's ability to learn science. Data gathered through interviews and observations suggested that beliefs appear to originate from one or more of the following: a lack of practical work, personal involvement, and hands-on manipulation in science related activities in elementary, secondary, and tertiary education; a dependence of science courses on textbooks and lectures; the dispassionate association with science teachers/instructors; a focus on formalized tests with no performance assessments; the lethargical attitude towards the teaching of science by inservice/mentor teachers; and the need for relevancy to personal lives. Additional results shed light onto the barriers and roadblocks encountered by student teachers when attempting to teach science to elementary students. Thew highlighted factors, along with the identification of elements which contribute to the effective teaching of elementary science, are thoroughly discussed.

Textbooks of the Future: It's Time the Textbook Industry Redefined What They Do and How They Do It

ERIC Educational Resources Information Center

Warlick, David

2004-01-01

That students will eventually use computers in place of traditional textbooks is almost certain. Just watch the eight-year-old children at your local elementary school pulling their backpacks (now on wheels). Will the digital textbook become more than a CD-ROM of the print version? First, like most other education technologies, it will be an…

The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks

ERIC Educational Resources Information Center

Kilic, Abdurrahman

2012-01-01

In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the…

EQUATIONS AND THE EQUAL SIGN IN ELEMENTARY MATHEMATICS TEXTBOOKS

PubMed Central

Powell, Sarah R.

2012-01-01

To promote a relational understanding of the equal sign (=), students may require exposure to a variety of equation types (i.e., 3 = 8 − 5; 2 + 3 = 1 + 4; 9 − 3 = 6). The purpose of this study was to evaluate 8 elementary curricula for degree of exposure to equation types. Across 6 elementary grade levels, curricula were coded for the number of standard and nonstandard equation types appearing within the student textbook. Except in 1 of the 8 curricula, students typically do not receive exposure to nonstandard equation types that promote a relational understanding of the equal sign. An analysis of the accompanying teacher manual for each textbook suggests that students receive minimal instruction on relational definitions of the equal sign, with the majority of instruction occurring in grades K–2 and minimal instruction provided in grades 3–5. PMID:22707760

Where Are the Women?: A Classroom Inquiry into Social Studies Textbooks

ERIC Educational Resources Information Center

Brugar, Kristy; Halvorsen, Anne-Lise; Hernandez, Sunshine

2014-01-01

This article describes a two-day, upper elementary social scientific inquiry lesson in which students investigate the representation of women in their textbooks by critically analyzing them. In the lesson, students are asked whether they think women and men get equal coverage in their textbook. The authors conclude that the students demonstrated…

INTERGROUP RELATIONS IN SOCIAL-STUDIES TEXTBOOKS.

ERIC Educational Resources Information Center

HARRIS, JUDAH J.

RESULTS OF SURVEYS OF SOCIAL STUDIES TEXTBOOKS USED IN PUBLIC ELEMENTARY AND SECONDARY SCHOOLS AND PAROCHIAL SCHOOLS ARE PRESENTED. IN SECONDARY TEXTBOOKS, FOCUS WAS ON THE ATTENTION GIVEN TO THE TREATMENT OF JOBS, OF AMERICAN NEGROES, OF IMMIGRANTS, AND OF MINORITIES UNDER NAZISM. IT WAS FOUND THAT (1) ANCIENT HEBREW HISTORY, TO THE EXCLUSION OF…

Astronomy Textbook Images: Do They Really Help Students?

ERIC Educational Resources Information Center

Testa, Italo; Leccia, Silivo; Puddu, Emanuella

2014-01-01

In this paper we present a study on the difficulties secondary school students experience in interpreting textbook images of elementary astronomical phenomena, namely, the changing of the seasons, Sun and lunar eclipses and Moon phases. Six images from a commonly used textbook in Italian secondary schools were selected. Interviews of 45 min about…

An Introduction to the Solar System

NASA Astrophysics Data System (ADS)

McBride, Neil; Gilmour, Iain

2004-03-01

Compiled by a team of experts, this textbook has been designed for elementary university courses in planetary science. It starts with a tour of the Solar System and an overview of its formation that reviews in detail the terrestrial planets, giant planets and minor bodies. It concludes with a discussion of the origin of the Solar System. The text contains numerous useful learning features such as boxed summaries, student exercises with full solutions, and a glossary of terms. It is also supported by a website hosting further teaching materials.

"A Better Vision of What Social Studies Can Be": How Elementary Teachers' Philosophies Influence Their Use of the "History Alive!" Textbook

ERIC Educational Resources Information Center

Hintz, Kathryn

2014-01-01

In this qualitative research project, I investigated curricular decision making and the relationship among teacher philosophies, textbook materials, and classroom practice. Participants included 5 experienced 5th-grade teachers who used a comprehensive social studies textbook package, "History Alive! America's Past". Information was…

Representations of Television in Portuguese Language Textbooks in Brazil

ERIC Educational Resources Information Center

Bergmann, Leila Mury

2004-01-01

This article discusses representations of television in written texts found in elementary school Portuguese language textbooks (PLTb) from 5th to 8th grade. In order to obtain the necessary information for this article, six PLTb collections were selected (out of the 35 that were analyzed and approved by Brazil's National Textbook Program--PNLD--in…

Folk Dress, Fiestas, and Festivals: How Is Mexico Portrayed in U.S. Primary Grade Social Studies Textbooks?

ERIC Educational Resources Information Center

Field, Sherry L.; Bauml, Michelle; Wilhelm, Ron W.; Jenkins, Joelle

2012-01-01

This qualitative content analysis was conducted to determine how Mexico and Mexican people are portrayed in contemporary U.S. elementary social studies textbooks. Three textbooks from each of three major publishers were analyzed. Findings are presented in five sections: images and photographs, holidays, Mexican people and heroes, contested…

Teachers' Selection and Enactment of Mathematical Problems from Textbooks

ERIC Educational Resources Information Center

Son, Ji-Won; Kim, Ok-Kyeong

2015-01-01

In order to investigate how teachers' use of textbooks creates different kinds of opportunities for student learning, this study focused on teachers' selection and enactment of problems and tasks from the textbooks and their influence on the cognitive demand placed on students. By drawing on data from three elementary teachers in the USA, two of…

The Development and Publication of Elementary Mathematics Textbooks: Let the Buyer Beware!

ERIC Educational Resources Information Center

Reys, Barbara J.; Reys, Robert E.

2006-01-01

Mathematics textbooks are critical tools for student learning in American classrooms. Teachers use them daily to plan and deliver lessons, and students use them in class to explore and learn mathematics. Given textbooks' potential to support student learning, it is important to understand how they are developed. While pressure is growing on…

Ideological Representations of Taiwan's History: An Analysis of Elementary Social Studies Textbooks, 1978-1995

ERIC Educational Resources Information Center

Su, Ya-Chen

2007-01-01

Textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that led to Taiwanese educational reform, critics assert that traditional textbooks reinforce the dominant national Chinese cultural identity without considering the specific perspectives and voices of…

Geological field study for science education on Elementary and Junior high school student, in Shimane prefecture, Japan

NASA Astrophysics Data System (ADS)

Matsumoto, I.

2011-12-01

The importance of learning at field has been increasing in the elementary and the junior high school in Japan. And, an environmental education is one of the important subjects even in the school education, too. It was important, as for science education, understanding with actual feeling and learning were specified as for the Teaching outlines (the Japanese Ministry of Education, Culture, Sports, Science and Technology) of the new science textbook of the elementary and the junior high school as well. However, It is a little actual situation that there is in an opportunity for the field learning enforced in the school lesson by the investigation of JST (Japan Science and Tecnology Agency). This tendency is strong as much as school of the city and that circumference. I have this cause think that there are a few suitable places for learning to observe geological and biological field near school. In addition, below two is pointed out as a big problem to obstruct the execution of field learning. 1) A natural experience isn't being done sufficient as much as a teacher can teach to the student. 2) It doesn't have the confidence that a teacher teaches a student geology and biology at the field. I introduce the practical example of geological field learning at the public elementary school of the Shimane prefecture by this research. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is popular in Shimane prefecture. A school teacher has to learning experience at field, and he must settle confidence to guide a student at the field. A specialist in the university and the museum must support continuous learning for that to the school teacher.

Science education in Elementary school by using of "Geopark", Oki Islands, Japan

NASA Astrophysics Data System (ADS)

Oku, S.; Matsumoto, I.

2012-12-01

The Oki islands are located at Japan sea coast side of southwest Japan and belonging to Shimane Prefecture. And there is rich Nature which is consist of mainly alkaline volcanic rocks and metamorphic rocks. Aiming at authorization "Geopark" authorization of Oki Islands, Geologist, Biologist, and residents of Oki Islands are doing investigation and advertisement. Promotion of the science education which utilized the precious Nature, or environmental education is very important in the viewpoint of the science literacy which can protect a Nature and the earth. In this presentation, we mainly propose activity at an elementary school about how to advance the science education by using of this precious Nature. Children learn about the geology which constitutes the ground, and its petro-genesis in the Science of the sixth grade of elementary school. The viewpoint of having been formed by volcano, Earthquake, etc, in long global time is important for the precious and beautiful geology which constitutes the ground. It is at the same time important for a global change to teach also about often doing serious damage to human beings or a living thing with an Earthquake, a volcano, tsunami, etc. That is, we can push (teaching beautiful geology and a precious living thing using "Geopark"), and can learn about the blessing and disaster of a Nature. Moreover, teaching materials and teaching tools like a local textbook or a signboard with which a teacher and a resident can teach them to a child are required.

Informal science participation positively affects the communication and pedagogical skills of university physics students

NASA Astrophysics Data System (ADS)

Hinko, Kathleen; Finkelstein, Noah

2013-04-01

Many undergraduate and graduate physics students choose to participate in an informal science program at the University of Colorado Boulder (Partnerships for Informal Science Education in the Community (PISEC)). They coach elementary and middle school students in inquiry-based physics activities during weekly, afterschool sessions. Observations from the afterschool sessions, field notes from the students, and pre/post surveys are collected. University students are also pre/post- videotaped explaining a textbook passage on a physics concept to an imagined audience for the Communications in Everyday Language assessment (CELA). We present findings from these data that indicate informal experiences improve the communication and pedagogical skills of the university student as well as positively influence their self-efficacy as scientific communicators and teachers.

Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula

NASA Astrophysics Data System (ADS)

Pine, Jerome; Aschbacher, Pamela; Roth, Ellen; Jones, Melanie; McPhee, Cameron; Martin, Catherine; Phelps, Scott; Kyle, Tara; Foley, Brian

2006-05-01

A large number of American elementary school students are now studying science using the hands-on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain abilities to do scientific inquiry and understanding about scientific inquiry. We have studied the degree to which students can do inquiries by using four hands-on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands-on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands-on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple-choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple-choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching.

Cognitive Levels of Questioning Demonstrated by New Social Studies Textbooks: What the Future Holds for Elementary Students.

ERIC Educational Resources Information Center

Risner, Gregory P.; Nicholson, Janice I.; Webb, Brenda

A major aim of the social studies according to state and local educational goals is to foster students' thinking skills. This study was conducted to determine, according to Bloom's taxonomy, the levels of questioning generated by third-grade social studies textbooks. It examined the extent to which each selected textbook emphasized higher levels…

Multicultural Music Represented in Current Elementary Music Textbooks: A Comparative Study of Two Published Music Series

ERIC Educational Resources Information Center

Mason, Emily

2010-01-01

Research investigating music textbook series is limited and has primarily focused on series no longer in publication, on two grade levels, and/or on limited cultures. The purpose of this study is to examine what countries are and have been represented in current music textbook series. Additional questions in the study pertain to frequency and…

"Textbook as a Contradictory Melting-Pot": An Analysis of Multicultural Content in Korean Textbooks

ERIC Educational Resources Information Center

Cho, Youngdal; Park, Yunkyoung

2016-01-01

In this study we will observe how multicultural content is covered in elementary and secondary schools in Korea. For this purpose, a total of 52 textbooks (social studies, ethics and Korean language from third to ninth grade) were analysed using two analysis frames. The first frame is the "multicultural content analysis frame (MCAF)"…

Teaching about the Middle East in Elementary Schools.

ERIC Educational Resources Information Center

Marek, Rosanne J.

1983-01-01

Most elementary teachers are inadequately prepared to teach about the Middle East. The situation is exacerbated by the fact that elementary texts dehumanize Middle Eastern peoples by reducing them to mere caricatures. Needed are the involvement of Middle Eastern studies experts in writing textbooks and the improvement of teacher's manuals. (RM)

Adolescent Literacy and Textbooks: An Annotated Bibliography. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy

ERIC Educational Resources Information Center

Kamil, Michael

2010-01-01

Textbooks are the primary mediator of learning in academic settings. As students progress from elementary school to middle and high school, the need to read textbooks becomes ever more critical. Reading instruction has not, until recently, even begun to take this reality into account (Kamil, Lane, & Nicolls, 2004). Rather, reading instruction has…

Characteristic research on Hong Kong "I learned" series computer textbooks

NASA Astrophysics Data System (ADS)

Hu, Jinyan; Liu, Zhongxia; Li, Yuanyuan; Lu, Jianheng; Zhang, Lili

2011-06-01

Currently, the construction of information technology textbooks in the primary and middle schools is an important content of the information technology curriculum reform. The article expect to have any inspire and reference on inland China school information technology teaching material construction and development through the analyzing and refining the characteristics of the Hong Kong quality textbook series - "I learn . elementary school computer cognitive curriculum".

How do the high school biology textbooks introduce the nature of science?

NASA Astrophysics Data System (ADS)

Lee, Young H.

2007-05-01

Although helping students to achieve an adequate understanding of the nature of science has been a consistent goal for science education for over half a century, current research reveals that the majority of students and teachers have naive views of the nature of science (Abd-El-khalick & Akerson, 2004; Bianchini & Colburn, 2000). This problem could be attributed not only to the complex nature of science, but also to the way the nature of science is presented to students during instruction. Thus, research must be conducted to examine how the science is taught, especially in science textbooks, which are a major instructional resource for teaching science. The aim of this study was to conduct a content analysis of the first chapter of four high school biology textbooks, which typically discusses "What is science?" and "What is biology?" This research used a content analysis technique to analyze the four high school biology textbooks, using a conceptual framework that has been used often for science textbook analysis. This conceptual framework consists of four themes of the nature of science: (a) science as a body of knowledge, (b) science as a way of thinking, (c) science as a way of investigating, and (d) the interaction of science, technology, and society. For this study, the four-theme-framework was modified to incorporate descriptors from national-level documents, such as Science for All Americans (AAAS, 1990) Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996), as well as science education research reports. A scoring procedure was used that resulted in good to excellent intercoder agreement with Cohen's kappa (k) ranging from .63 to .96. The findings show that the patterns of presentation of the four themes of the nature of science in the four high school biology textbooks are similar across the different locations of data, text, figures, and assessments. On the other hand, the pattern of presentation of the four themes is diverse by the publishing company. Some high school biology textbooks reflect a more reasonably balanced treatment of the four themes of the nature of science than other textbooks. The authors of most high school biology textbooks are attempting to convey an idea of biology and how scientific enterprise works by engaging students in investigations and revealing the thinking process of scientists. In addition to the quantitative analysis, a qualitative analysis was undertaken in an attempt to achieve a more comprehensive understanding of the nature of science in high school biology textbooks. A more experienced textbook analyst and nature of science researcher helped to confirm the conclusions by the investigator, who also examined the data sources from the introductory chapters of the biology textbooks. Examination of the first chapter of high school biology textbooks, using a qualitative analysis, reveals that each textbook describes the nature of science in a considerably different manner. While the approaches and emphases used to present scientific enterprise are remarkably different in each textbook, generally high school biology textbooks present several common topics, such as characteristics of life, scientific methods, biological issues, and tools used in science. Most of the high school biology textbooks present a narrow view of scientific methods as well as science, technology, and society. The qualitative/case study approach provided an insightful perspective of how science is presented to the user. Given the importance of textbooks on teaching and learning of science, it is recommended that teachers be informed of the findings of this study in order for them to understand how the first chapter presents the nature of science, which in turn may influence how they select biology textbooks and supplement this content Further, textbook publishers should also be informed of the results of the research in order to design future textbooks and materials to include a more authentic view of the nature of science.

Evaluating Junior Secondary Science Textbook Usage in Australian Schools

NASA Astrophysics Data System (ADS)

McDonald, Christine V.

2016-08-01

A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post-compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has resulted in an overreliance on more transmissive pedagogical tools, such as textbooks. This study sought to evaluate the usage of junior secondary science textbooks in Australian schools. Data were collected via surveys from 486 schools teaching junior secondary (years 7-10), representing all Australian states and territories. Results indicated that most Australian schools use a science textbook in the junior secondary years, and textbooks are used in the majority of science lessons. The most highly cited reason influencing choice of textbook was layout/colour/illustrations, and electronic technologies were found to be the dominant curricula material utilised, in addition to textbooks, in junior secondary science classes. Interestingly, the majority of respondents expressed high levels of satisfaction with their textbooks, although many were keen to stress the subsidiary role of textbooks in the classroom, emphasising the textbook was `one' component of their teaching repertoire. Importantly, respondents were also keen to stress the benefits of textbooks in supporting substitute teachers, beginning teachers, and non-specialist science teachers; in addition to facilitating continuity of programming and staff support in schools with high staff turnover. Implications from this study highlight the need for high quality textbooks to support teaching and learning in Australian junior secondary science classes.

Elementary Methods for Computation of Quartiles

ERIC Educational Resources Information Center

Žerovnik, Janez; Rupnik Poklukar, Darja

2017-01-01

Quartiles are usually introduced early, often in primary school together with box-and-whisker plots. Various methods are used, and in lack of explanation in many textbooks at elementary level, this leads to unnecessary confusion. We discuss some elementary methods that are consistent with the most common definition and are also easy to understand.

An Introduction to Atmospheric Physics

NASA Astrophysics Data System (ADS)

Andrews, David G.

2000-09-01

This advanced undergraduate textbook clearly details how physics can be used to understand many important aspects of atmospheric behavior. Coverage presents a broad overview of atmospheric physics, including atmospheric thermodynamics, radiative transfer, atmospheric fluid dynamics and elementary atmospheric chemistry. Armed with an understanding of these topics, the interested student will be able to grasp the essential physics behind issues of current concern, such as the enhanced greenhouse effect and associated questions of climate change, the Antarctic ozone hole and global ozone depletion, as well as more familiar processes such as the formation of raindrops and the development of weather systems. This introductory textbook is ideal for advanced undergraduates studying atmospheric physics as part of physics, meteorology or environmental science courses. It will also be useful for graduate students studying atmospheric physics for the first time and for students of applied mathematics, physical chemistry and engineering who have an interest in the atmosphere.

Evaluating Social and National Education Textbooks Based on the Criteria of Knowledge-Based Economy from the Perspectives of Elementary Teachers in Jordan

ERIC Educational Resources Information Center

Al-Edwan, Zaid Suleiman; Hamaidi, Diala Abdul Hadi

2011-01-01

Knowledge-based economy is a new implemented trend in the field of education in Jordan. The ministry of education in Jordan attempts to implement this trend's philosophy in its textbooks. This study examined the extent to which the (1st-3rd grade) social and national textbooks reflect knowledge-based economy criteria from the perspective of…

An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

ERIC Educational Resources Information Center

King, Chris John Henry

2010-01-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

[Development and effect analysis of web-based instruction program to prevent elementary school students from safety accidents].

PubMed

Chung, Eun-Soon; Jeong, Ihn-Sook; Song, Mi-Gyoung

2004-06-01

This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and chi2 test, t-test, and repeated measure ANOVA. First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

Resource Letter BH-1: Black Holes.

ERIC Educational Resources Information Center

Detweiler, Steven

1981-01-01

Lists resources on black holes, including: (1) articles of historical interest; (2) books and journal articles on elementary expositions; (3) elementary and advanced textbooks; and (4) research articles on analytic structure of black holes, black hole dynamics, and astrophysical processes. (SK)

Between training and popularization: Regulating science textbooks in secondary education.

PubMed

Shapiro, Adam R

2012-03-01

Recruitment into the scientific community is one oft-stated goal of science education--in the post-Sputnik United States, for example--but this obscures the fact that science textbooks are often read by people who will never be scientists. It cannot be presupposed that science textbooks for younger audiences, students in primary and secondary schools, function in this way. For this reason, precollegiate-level science textbooks are sometimes discussed as a subset of literature popularizing science. The high school science classroom and the textbook are forums for exposing the public to science. The role of governments and educational institutions in regulating the consumption of these texts not only determines which books are used; it influences how they are written, read, and deemed authoritative. Therefore such science textbooks should not be seen as (at best) the disjunction of texts-for-training and books-for-popularization. A changing sense of what "textbooks" are compels a different understanding of their use in the history of science.

Second Annual Report, Fiscal Year 1967; Title II Elementary and Secondary Education Act of 1965.

ERIC Educational Resources Information Center

1969

Title II of the Elementary and Secondary Education Act (ESEA) provides direct federal assistance for the acquisition of school library resources, textbooks, and other instructional materials for the use of children and teachers in public and private elementary and secondary schools. This report describes how the 50 states, the District of…

45 CFR Appendix A to Part 80 - Federal Financial Assistance to Which These Regulations Apply

Code of Federal Regulations, 2010 CFR

2010-10-01

... for the operation of training institutes for elementary or secondary school personnel to deal with... Through Program in kindergarten and elementary schools (42 U.S.C. 2809 (a)(2)). 55. Grants for programs of..., textbooks and other instructional materials for pupils and teachers in elementary and secondary schools (20...

45 CFR Appendix A to Part 80 - Federal Financial Assistance to Which These Regulations Apply

Code of Federal Regulations, 2011 CFR

2011-10-01

... for the operation of training institutes for elementary or secondary school personnel to deal with... Through Program in kindergarten and elementary schools (42 U.S.C. 2809 (a)(2)). 55. Grants for programs of..., textbooks and other instructional materials for pupils and teachers in elementary and secondary schools (20...

Supporting academically-based social studies curriculum standards for the Nation's elementary and secondary education public school textbooks.

THOMAS, 111th Congress

Rep. Johnson, Eddie Bernice [D-TX-30

2010-07-30

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Social Studies Review, Numbers 1-12, 1989-1992.

ERIC Educational Resources Information Center

Sewall, Gilbert T., Ed.

1992-01-01

This documents consists of 12 issues of a journal that seeks to provide information and reviews concerning social studies textbooks; each issue consists of 16 pages. Contents in the 12 issues include: (1) California control over textbook content; (2) "skills" teaching in elementary-level social studies texts; (3) readability formulas;…

Descriptive Study of Electromagnetic Wave Distribution for Various Seating Positions: Using Digital Textbooks

ERIC Educational Resources Information Center

Seomun, GyeongAe; Kim, YoungHwan; Lee, Jung-Ah; Jeong, KwangHoon; Park, Seon-A; Kim, Miran; Noh, Wonjung

2014-01-01

To better understand environmental electromagnetic wave exposure during the use of digital textbooks by elementary school students, we measured numeric values of the electromagnetic fields produced by tablet personal computers (TPCs). Specifically, we examined the distribution of the electromagnetic waves for various students' seating positions in…

Beyond Textbook Civics/Simulating Media Campaigns

ERIC Educational Resources Information Center

Stoddard, Jeremy; Rayner, Mason

2017-01-01

Civics education shouldn't be confined to dusty textbooks, as evidenced by this assortment of projects. In one unit, elementary students play out the presidential election--from campaigning to inauguration day--using the Storypath approach. In another project, 5th graders explore the controversy about Confederate monuments by studying a local…

Beyond Textbook Civics/A Presidential Election Storypath

ERIC Educational Resources Information Center

McGuire, Margit E.; Nicholson, Karen; Rand, Allan

2017-01-01

Civics education shouldn't be confined to dusty textbooks, as evidenced by this assortment of projects. In one unit, elementary students play out the presidential election--from campaigning to inauguration day--using the Storypath approach. In another project, 5th graders explore the controversy about Confederate monuments by studying a local…

Beyond Textbook Civics/Teaching the Confederate Monument Controversy

ERIC Educational Resources Information Center

Allen, Stephanie Teachout

2017-01-01

Civics education shouldn't be confined to dusty textbooks, as evidenced by this assortment of projects. In one unit, elementary students play out the presidential election--from campaigning to inauguration day--using the Storypath approach. In another project, 5th graders explore the controversy about Confederate monuments by studying a local…

Readability and Reading Ease Revisited: State-Adopted Science Textbooks.

ERIC Educational Resources Information Center

Chavkin, Laura

1997-01-01

Examines if the reading levels of state-adopted science textbooks at the high-school level are consistent with their intended reader levels. Finds that four of five chemistry textbooks had reading levels beyond high school, while biology textbooks fared better but not as well as the physics and physical science textbooks, which were on grade level…

A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

NASA Astrophysics Data System (ADS)

Brooks, Kristine M.

The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the nature of science and what is the balance of ethnic diversity in the participants in science (students and scientists) in physical science textbooks? To establish an answer to these questions, this investigation used content analysis. For the balance of the four aspects of the nature of science, the analysis was conducted on random page samples of five physical science textbooks. A random sampling of the pages within the physical science textbooks should be sufficient to represent the content of the textbooks (Garcia, 1985). For the balance of ethnic diversity of the participants in science, the analysis was conducted on all pictures or drawings of students and scientists within the content of the five textbooks. One of these IPC books is under current use in a large, local school district and the other four were published during the same, or similar, year. Coding procedures for the sample used two sets of coders. One set of coders have previously analyzed for the nature of science in a study on middle school science textbooks (Phillips, 2006) and the coders for ethnic diversity are public school teachers who have worked with ethnically diverse students for over ten years. Both sets of coders were trained and the reliability of their coding checked before coding the five textbooks. To check for inter-coder reliability, percent agreement, Cohen's kappa and Krippendorff's alpha were calculated. The results from this study indicate that science as a body of knowledge and science as a way of investigating are the prevalent themes of the nature of science in the five physical science textbooks. This investigation also found that there is an imbalance in the ethnic diversity of students and scientists portrayed within the chapters of the physical science textbooks studied. This imbalance reflects ratios that are neither equally balanced nor in align with the U.S. Census. Given that textbooks are the main sources of information in most classrooms, the imbalance of the nature of science could provide the students, and the teachers, with an incomplete perception and understanding of the nature of science. This imbalance could also provide the students with inadequate skills to develop and process science information and apply it to their world. The ethnic diversity portrayed in the physical science textbooks provides an inadequate link between the students' ethnic backgrounds and the ethnic diversity of the participants of science. Educators and publishers should provide science textbooks that incorporate all four aspects of the nature of science to a degree that science is perceived as more than just facts and information. Science must be recognized as a way of investigating, a way of thinking, and a way of applying knowledge to society. Further, in order to recognize all people who take part in science, students and scientists from a variety of ethnic groups should be portrayed in the physical science textbooks.

Equations and the Equal Sign in Elementary Mathematics Textbooks

ERIC Educational Resources Information Center

Powell, Sarah R.

2012-01-01

To promote a relational understanding of the equal sign (=), students may require exposure to a variety of equation types (i.e., 3 = 8 - 5; 2 + 3 = 1 + 4; 9 - 3 = 6). The purpose of this study was to evaluate 8 elementary curricula for degree of exposure to equation types. Across 6 elementary grade levels, curricula were coded for the number of…

The De Facto National Curriculum in Elementary Social Studies: Critique of a Representative Sample. Elementary Subjects Center Series No. 17.

ERIC Educational Resources Information Center

Brophy, Jere

Despite scholarly disagreement about the nature and purposes of social studies education, the most widely adopted elementary social studies textbook series tend to be remarkably uniform, consisting of compendia of facts organized within the expanding communities curriculum structure. Content selection and explication tend to be guided primarily by…

Tools to Synthesize the Learning of Thin Films

ERIC Educational Resources Information Center

Rojas, Roberto; Fuster, Gonzalo; Slusarenko, Viktor

2011-01-01

After a review of textbooks written for undergraduate courses in physics, we have found that discussions on thin films are mostly incomplete. They consider the reflected and not the transmitted light for two instead of the four types of thin films. In this work, we complement the discussion in elementary textbooks, by analysing the phase…

1978-79 Michigan Social Studies Textbook Study, Volume II.

ERIC Educational Resources Information Center

Chapman, John M., Ed.

This document, Volume II of a two-volume report on the extent to which four elementary level social studies programs reflect the multi-racial, multi-cultural nature of American society, contains individual reports of each reviewer. Fifteen reviewers examined textbooks and accompanying instructional materials according to the degree to which they…

1978-79 Michigan Social Studies Textbook Study, Volume I.

ERIC Educational Resources Information Center

Chapman, John, M., Ed.

This document represents Volume I of a two volume study to determine the extent to which four elementary level social studies programs reflect the multi-racial, multi-cultural nature of American society. The document is presented in three parts. Part I covers the Michigan Social Studies Textbook Act, an historical overview of previous Michigan…

The Metric System: A Laboratory Approach for Teachers.

ERIC Educational Resources Information Center

Whitman, Nancy C.; Braun, Frederick G.

The purpose of this work text is to familiarize the elementary school teacher with the metric system. It can be used as a supplementary textbook in methods courses or as the basic textbook for workshops. The decimal system of numbers, metric measurement, measurement in general, and errors of measurement are discussed. Activities for measuring or…

Proficiency Verification Systems (PVS): Skills Indices for Language Arts. Technical Note.

ERIC Educational Resources Information Center

Humes, Ann

The procedures undertaken in developing and organizing skills indexes for use in coding elementary school language arts textbooks to determine what is actually taught are presented in this paper. The outlined procedures included performing a preliminary analysis on four language arts textbooks to compile an extensive list of skills and performance…

Introduction to Elementary Particle Physics

NASA Astrophysics Data System (ADS)

Bettini, Alessandro

The Standard Model is the most comprehensive physical theory ever developed. This textbook conveys the basic elements of the Standard Model using elementary concepts, without the theoretical rigor found in most other texts on this subject. It contains examples of basic experiments, allowing readers to see how measurements and theory interplay in the development of physics. The author examines leptons, hadrons and quarks, before presenting the dynamics and the surprising properties of the charges of the different forces. The textbook concludes with a brief discussion on the recent discoveries of physics beyond the Standard Model, and its connections with cosmology. Quantitative examples are given, and the reader is guided through the necessary calculations. Each chapter ends in the exercises, and solutions to some problems are included in the book. Complete solutions are available to instructors at www.cambridge.org/9780521880213. This textbook is suitable for advanced undergraduate students and graduate students.

Descriptive study of electromagnetic wave distribution for various seating positions: using digital textbooks.

PubMed

Seomun, GyeongAe; Kim, YoungHwan; Lee, Jung-Ah; Jeong, KwangHoon; Park, Seon-A; Kim, Miran; Noh, Wonjung

2014-04-01

To better understand environmental electromagnetic wave exposure during the use of digital textbooks by elementary school students, we measured numeric values of the electromagnetic fields produced by tablet personal computers (TPCs). Specifically, we examined the distribution of the electromagnetic waves for various students' seating positions in an elementary school that uses digital textbooks. Electric and magnetic fields from TPCs were measured using the HI-3603 Visual Display Terminal/ Very Low Frequency (VDT/VLF) radiation measurement system. Electromagnetic field values from TPCs measured at a student's seat and at a teacher's computer were deemed not harmful to health. However, electromagnetic field values varied based on the distance between students, other electronic devices such as a desktop computers, and student posture while using a TPC. Based on these results, it is necessary to guide students to observe proper posture and to arrange seats at an appropriate distance in the classroom.

History of science content analysis of Chinese science textbooks from the perspective of acculturation

NASA Astrophysics Data System (ADS)

Ma, Yongjun; Wan, Yanlan

2017-08-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation, and writing intention of the HOS sections in textbooks from different time periods. What's more, the textbooks aim at presenting the scientific culture and aim to help students understand it better. However, the cultural associations of the HOS in textbooks is insufficient and significant differences exist among textbooks of different subjects. In order to explore the reasons why the presentation of HOS in various subjects is different, we made a specific comparison of curriculum standards of two subjects with great differences and interviewed the editors-in-chief of two textbooks. Results show that one of the most important reasons for the different writings of the HOS in textbooks is that different subject curriculum standards attach greater importance to the HOS. In addition, the attention to the HOS by editors-in-chief, the tradition of studying the HOS within the history of the discipline, and the reference textbooks in compiling textbooks are all important influence factors. Some suggestions for future textbooks compilation are given at the end.

Improving the Usability of the User Interface for a Digital Textbook Platform for Elementary-School Students

ERIC Educational Resources Information Center

Lim, Cheolil; Song, Hae-Deok; Lee, Yekyung

2012-01-01

Usability is critical to the development of a user-friendly digital textbook platform interface, yet thorough research on interface development based on usability principles is in short supply. This study addresses that need by looking at usability attributes and corresponding design elements from a learning perspective. The researchers used a…

The Portrayal of "Foreigners" in Japanese Social Studies Textbooks: Self-Images of Mono-Ethnic Pluralism

ERIC Educational Resources Information Center

Tsuneyoshi, Ryoko

2007-01-01

History and social studies textbooks have often been the object of heated political debate in various countries, since they relate directly to issues of national identity and citizenship. This article analyzes how "foreigners" are portrayed in two versions (the 2000 and 2006 versions, date of issue) of the best-selling elementary social…

Environmental-Ecological Education: A Bibliography of Fiction, Nonfiction, and Textbooks for Elementary and Secondary Schools.

ERIC Educational Resources Information Center

Watt, Lois B., Comp.; Thomas, Myra H., Comp.

This bibliography of juvenile literature, textbooks, and professional resources for teachers is based on acquisitions received between January 1st 1969 and May 25 1971 by the Educational Materials Center of the National Center for Educational Communication. The books annotated within have not been evaluated, however, they have been selected on the…

The Changing Expectations for the Reading of Geometric Diagrams

ERIC Educational Resources Information Center

Dietiker, Leslie; Brakoniecki, Aaron; Riling, Meghan

2017-01-01

Students studying geometry at the secondary level are expected to read diagrams in different ways than those in elementary school. In this paper, we present an analysis of the changes in diagrammatic expectations by comparing the geometric diagrams found in Grade 1 U.S. textbooks with those in U.S. high school geometry textbooks. This work…

The "Family" Section in Current Elementary Social Studies Textbooks in China

ERIC Educational Resources Information Center

Zhao, Weiju; Zhang, Zhiping; Liu, Juan

2017-01-01

Family is the essential unit of society as well as the pupils' cradle for growing up. It is particularly significant to help pupils understand "family," then form a scientific concept of the family and develop a positive family sentiment. In the current primary school textbooks of "Morality and Life (Society)" (version of the…

How the Young Generation Uses Digital Textbooks via Mobile Learning Terminals: Measurement of Elementary School Students in China

ERIC Educational Resources Information Center

Sun, Zhong; Jiang, Yuzhen

2015-01-01

Digital textbooks that offer multimedia features, interactive controls, e-annotation and learning process tracking are gaining increasing attention in today's mobile learning era, particularly with the rapid development of mobile learning terminals such as Apple's iPad series and Android-based models. Accordingly, this study explores how…

A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads

ERIC Educational Resources Information Center

Groves, Fred H.

2016-01-01

Middle and secondary science textbooks have long been a primary support for instruction, often leading to heavy emphasis on domain-specific vocabulary. A longitudinal study was conducted to compare vocabulary loads of science textbooks published since 2010 to results of two previous studies going back to 1983. In each study, textbooks chosen…

Health effects of digital textbooks on school-age children: a grounded theory approach.

PubMed

Seomun, Gyeongae; Lee, Jung-Ah; Kim, Eun-Young; Im, Meeyoung; Kim, Miran; Park, Sun-A; Lee, Youngjin

2013-10-01

This qualitative study used the grounded theory approach to analyze digital textbook-related health experiences of school-age children. In-depth interviews were held with 40 elementary school students who had used digital textbooks for at least a year. Data analysis revealed a total of 56 concepts, 20 subcategories, and 11 categories related to digital textbook health issues, the central phenomena being "health-related experiences." Students' health-related experiences were classified into "physical" and "psychological" symptoms. Adverse health effects related to digital textbook usage were addressed via both "student-led" and "instructor-led" coping strategies. Students' coping strategies were often inefficient, but instructor-led strategies seemed to prevent health problems. When health issues were well managed, students tended to accept digital textbooks as educational tools. Our findings suggest that students can form healthy computer habits if digital textbook usage is directed in a positive manner.

Transforming Elementary Social Studies: The Emergence of a Curriculum Focused on Diverse, Caring Communities.

ERIC Educational Resources Information Center

Alter, Gloria

1995-01-01

Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum. Houghton Mifflin displayed a global-humanistic perspective while Macmillan favored a nationalistic, exclusionary approach. Includes examples from both. (MJP)

Calculus of Elementary Functions, Part IV. Teacher's Commentary. Preliminary Edition.

ERIC Educational Resources Information Center

Herriot, Sarah T.; And Others

This teacher's guide is designed for use with the SMSG textbook "Calculus of Elementary Functions." It contains solutions to exercises found in Chapter 9, Integration Theory and Technique; Chapter 10, Simple Differential Equations; Appendix 5, Area and Integral; Appendix 6; Appendix 7, Continuity Theory; and Appendix 8, More About…

Elementary School Counseling in the New Millennium.

ERIC Educational Resources Information Center

Sandhu, Daya Singh, Ed.

Counselors must consider social change as they design programs to maximize student potential, personal growth, self-determination, and self-responsibility. There is also a need for counselors to develop, implement, and evaluate counseling programs for culturally diverse students. The book is intended as a textbook for courses in elementary school…

Measuring the Readability of Elementary Algebra Using the Cloze Technique.

ERIC Educational Resources Information Center

Kulm, Gerald

The relationship to readability of ten variables characterizing structural properties of mathematical prose was investigated in elementary algebra textbooks. Readability was measured by algebra student's responses to two forms of cloze tests. Linear and currilinear correlations were calculated between each structural variable and the cloze test.…

Health, Grade 5.

ERIC Educational Resources Information Center

Bui Van Bao; And Others

This is the fifth and last of the Vietnamese series of elementary health textbooks. This one was designed for fifth grade students in Vietnam. The thirty-five lessons are presented in the form of short stories with illustrations and a short summary. The four chapters cover the ordinary symptoms of illness, elementary notions of microbes and…

A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

NASA Astrophysics Data System (ADS)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

A Comparative Study of Six Decades of General Science Textbooks: Evaluating the Evolution of Science Content

ERIC Educational Resources Information Center

Lewis, Anna

2008-01-01

This study examined science textbooks over time to better understand the "science content" expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: (1) What specific science content has been presented via the textbook from 1952 to 2008? (2) Within…

Analysis of strategies for teaching and learning of concepts related to Astronomy in the Elementary School II

NASA Astrophysics Data System (ADS)

de Moraes E Poffo, Roberta Izabella

2011-12-01

The curricular proposed of the State of Sao Paulo, in the discipline of physical and biological sciences, has a content related to Earth and Universe, that are approached by Astronomy, in Elementary Education I, II and high school. Despite the importance of Astronomy and the public acceptance, it is notable that they have difficulties in this discipline. During the school year 2010 in a public school in Santo Andre, Sao Paulo, 89 students of three different classes in a sixth year of an elementary school II, responded to a questionnaire prepared and applied by the teacher based on the required contents of the curricular proposed by the State of Sao Paulo with ten essay questions related to Astronomy, with the propose to examine the previous knowledge. Only 19% of students hit 50% or more of the issues, the required content considered as the last satisfactory note. During the same year it was presented, but in each class a different strategy as applied. In the first class, an expositive class with audiovisual aids atrategy was used, in the second class an expositive class dialoged strategy and in the third class a textbook research. It was observed that after applying the same questionnaire, there was an improvement on the questions hit. The class where the expositive class dialoged strategy was used improved from 3% to 63% of hits, the class with audiovisual aids improved from 23% to 80% of hits and the class that used research on textbooks strategy improved from 31% to 76%. Thus, it was considered that after the application of the strategies there was a significant improvement in the student performance comparing to the required content. The expositive class dialoged strategy was considered as the most effective.

Descriptive Analysis of the Graphic Representations of Science Textbooks

ERIC Educational Resources Information Center

Khine, Myint Swe; Liu, Yang

2017-01-01

Textbooks are primary teaching aids, sources from which students obtain knowledge of science domain. Due to this fact, curriculum developers in the field emphasize the crucial role of analysing the contents of science textbooks in improving science education. Scientific domain knowledge relies on graphical representations for the manifestation of…

Bookwatch: A Candid Review of Science Textbooks. Volume I, February-December 1988.

ERIC Educational Resources Information Center

Mayer, William V., Ed.; Bennetta, William J., Ed.

1988-01-01

Each issue in this set of newsletters is devoted exclusively to reviews of a science textbook. Each text is reviewed by two scientists and one science educator. Textbooks reviewed by issue are: (1) "Scott, Foresman Biology" (1988); (2) "Heath Life Science" (1987); (3) "Prentice-Hall Biology" (1987); (4) "Scott, Foresman Life Science" (1987); (5)…

An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources

NASA Astrophysics Data System (ADS)

Donnelly, Suzanne M.

This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely used introductory college physics textbooks representing each of four physics textbook categories (calculus-based, algebra/trigonometry-based, conceptual, and technical/applied). Introducing and employing a newly developed theoretical framework, multimodal generative learning theory (MGLT), an analysis of the multimodal characteristics of textbook and multimedia representations of physics principles was conducted. The modal affordances of textbook representations were identified, characterized, and compared across the four physics textbook categories in the context of their support of problem-solving. Keywords: college science, science textbooks, multimodal learning theory, thermodynamics, representations

Differential Effects of Activity-Oriented vs. Textbook-Oriented Mathematics Instruction for Elementary School Children with Learning and Behavior Problems. Monograph No. 4.

ERIC Educational Resources Information Center

Dunlap, William; And Others

Compared were the effects of two experimental arithmetic treatments, called Laboratory and Textbook, upon achievement and attitude development of fourth grade children. Prior to the study, the experimenter employed task analysis procedures to develop hierarchies of skills for the four operations on whole numbers. During the instructional phase of…

Silenced Memories: An Examination of the Sociocultural Knowledge on Race and Racial Violence in Official School Curriculum

ERIC Educational Resources Information Center

Brown, Keffrelyn D.; Brown, Anthony L.

2010-01-01

Drawing from the theoretical lenses of cultural memory and critical race theory, we examined how elementary level and middle school level social studies textbooks represent the history of racial violence directed toward African Americans and resistance to this violence in the U.S. Using a literary analysis method, we found that textbooks often…

The Education of French Schoolgirls: Pedagogical Prescriptions and Social and Economic Realities during the Third Republic. Working Paper.

ERIC Educational Resources Information Center

Clark, Linda L.

A survey of textbooks used in French elementary schools during the Third Republic illustrates that period's attitudes toward female roles, social class, and religious differences. A sample of 126 public school books and 43 Catholic textbooks reveals that young students were presented the ideal of a woman content to remain inside an orderly…

"Enactment of Sámi Past in School Textbooks: Towards Multiple Pasts for Future Making"

ERIC Educational Resources Information Center

Ekeland, Torun Granstrøm

2017-01-01

The article examines the use of archaeological knowledge in elementary history textbooks used in Norwegian schools today. The aim is to determine whether we can find any traces of colonialism by reviewing how these narratives perform in interrelations within and between the Sámi and Norse pasts, and how the narratives allow for hybridity and…

MANTLE: An Investigation of the Non-Text Elements Included in Social Studies Textbooks

ERIC Educational Resources Information Center

Murphy, Debra D.

2017-01-01

The textbook is often a primary resource for teachers in elementary content areas, and it is often used to the exclusion of other resources. Research indicates that students may not have sufficient exposure to elements of nonfiction texts in order to be successful when encountering them in the content area. For many years, there has been little…

An Examination of Teachers' Views Regarding the Conformity of Social Studies Textbooks to the Critical Thinking Standards

ERIC Educational Resources Information Center

Aybek, Birsel; Aslan, Serkan

2016-01-01

This present study aims to describe the classroom teachers' views towards the conformity of elementary school 4th grade social studies textbooks to the critical thinking standards. A descriptive study, this research is a screening model. The sample of the study constitutes 122 classroom teachers. As a data collection tool; a scale was developed…

Investigating Consistency of Questions in Primary and Middle School Science Textbooks with Objectives in Science Curriculum

ERIC Educational Resources Information Center

Yaman, Süleyman

2017-01-01

Due to problems related their content and use; textbooks do not achieve the expected effect in learning although they are one of the most important elements of the science curriculum. Questions in textbooks are also important criteria in determining the effect of textbooks. In this study, it was aimed to compare questions in four different science…

The Use of Critical Thinking in Social Science Textbooks of High School: A Field Study of Fars Province in Iran

ERIC Educational Resources Information Center

Hashemi, Seyed Ahmad

2011-01-01

This study aims at investigating the use of critical thinking in high school social science textbooks based on Fars Province teachers' attitudes in order to present a model for textbook development. To achieve this goal, the use of the following skills in the social science textbooks was analyzed: reasoning, questioning, assessment of examples and…

Applied Developmental Science: An Advanced Textbook. The SAGE Program on Applied Developmental Science

ERIC Educational Resources Information Center

Lerner, Richard M., Ed.; Jacobs, Fraincine, Ed.; Wertlieb, Donald, Ed.

2005-01-01

This course textbook has been adapted from the four-volume "Handbook of Applied Developmental Science" (SAGE 2003), a work that offers a detailed roadmap for action and research in ensuring positive child, youth, and family development. In 20 chapters, "Applied Developmental Science: An Advanced Textbook" brings together theory and application…

A Comparative Analysis of South African Life Sciences and Biology Textbooks for Inclusion of the Nature of Science

ERIC Educational Resources Information Center

Ramnarain, Umesh; Padayachee, Keshni

2015-01-01

This study reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the nature of science using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991). In particular, we investigated the differences between the representation of the nature of science in Biology textbooks that were written…

History of Science Content Analysis of Chinese Science Textbooks from the Perspective of Acculturation

ERIC Educational Resources Information Center

Ma, Yongjun; Wan, Yanlan

2017-01-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation,…

Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science

ERIC Educational Resources Information Center

Chiappetta, Eugene L.; Fillman, David A.

2007-01-01

Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were "BSCS Biology--A Human…

The inclusion of Science Technology Society topics in junior high school earth science textbooks

NASA Astrophysics Data System (ADS)

Fadhli, Fathi Ali

2000-10-01

The Science Technology Society (STS) approach is a major science education reform through which a scientifically literate citizen could be produced. The teaching of science through STS approach is centered on science and technology related issues and problems. The purpose of this study was to analyze five earth science textbooks published in the 1990's for their inclusion of twelve sciences and technology related issues and problems and for their inclusion of activities focused on STS. The selected earth science textbooks were; Scott Foresman, Heath, Holt, Merrill and Prentice-Hall. The targeted twelve issues and problems were identified by Bybee (1987), as the most important global science and technology related issues and problems. The numbers of full text pages devoted to each topic were determined by classifying each segment to one of the targeted topics. In addition, the numbers of STS activities were also determined by using criteria developed for this study. ANOVA statistical analyses and t-tests showed that the analyzed earth science textbooks treated the studied STS issues and problems and treated the STS activities differently. It was found that six of the studied issues and problems were constantly receiving more attention in all the analyzed earth science textbooks than the rest of the topics. These topics were; Air Quality and Atmosphere, Energy Shortages, Water Resources, Land Use, Hazardous Substances, and Mineral Resources. The overall results revealed that only an average of 8.82% of the text pages in all the analyzed earth science textbooks were devoted to STS topics and 5.49% of the activities in all the analyzed earth science textbooks were focused on STS topics. However, none of the activities focused on STS topics were presented in STS approach as defined by NSTA. The percentage of STS topics inclusion and the percentage of activities focused on STS topics were considered to be very low. Accordingly, the objectives and goals of STS approach will not be achieved through using the analyzed earth science textbooks. The low percentages of STS activities and topics indicated also that the STS approach would not be fairly presented in science classrooms as long as science teachers depend on science textbooks 90% of their teaching time. Moreover, the results of this study revealed also that the inclusion of STS approach in science textbooks is still considered to be very low despite the support provided to the STS approach by science teachers, educators, organizations, and education departments and also despite of the publishing of Project Syntheses (1977) since twenty eight years ago.

Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology.

ERIC Educational Resources Information Center

Dimopoulos, Kostas; Koulaidis, Vasilis; Sklaveniti, Spyridoula

2003-01-01

Analyzes the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. Indicates that the science textbooks (a) use 10 times more images, (b) use more images so as to familiarize their readers with the specialized techno-scientific content and codes, and (c) tend to create a…

Representation of Scientific Methodology in Secondary Science Textbooks

ERIC Educational Resources Information Center

Binns, Ian C.

2009-01-01

The purpose of this investigation was to assess the representation of scientific methodology in secondary science textbooks. More specifically, this study looked at how textbooks introduced scientific methodology and to what degree the examples from the rest of the textbook, the investigations, and the images were consistent with the text's…

A Comparison between Elementary School Students' Mental Models and Visualizations in Textbooks for the Concept of Atom

ERIC Educational Resources Information Center

Polat-Yaseen, Zeynep

2012-01-01

This study was designed for two major goals, which are to describe students' mental models about atom concept from 6th to 8th grade and to compare students' mental models with visual representations of atom in textbooks. Qualitative and quantitative data were collected with 4 open-ended questions including drawings which were quantified using the…

Secondary Students' Perceptions of Open Science Textbooks

ERIC Educational Resources Information Center

Morales, Rebecca; Baker, Alesha

2018-01-01

In an attempt to align instructional resources with new state standards and to increase teacher awareness of these standards, one large suburban public school district piloted the development and adoption of open secondary science textbooks. Open textbooks created by teachers in grades six through nine replaced conventional science textbooks…

Earthquakes and Tsunamis. Pre-Elementary School Teacher's Guidebook [and] Pre-Elementary School Textbook.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Intergovernmental Oceanographic Commission.

This teacher's guide and student text present basic information about the causes and effects of earthquakes and tsunamis. The teacher's guide contains suggested activities, materials, and educational objectives for the text. Chapters in both texts are: (1) "Shapes and Movements of the Water"; (2) "Permeability and Buoyancy"; (3) "Life Styles at…

Images of Australia in Elementary Social Studies Texts: Some Alternative Strategies.

ERIC Educational Resources Information Center

Birchall, Gregory; Faichney, Gavin

Elementary social studies textbooks in the United States were analyzed to determine the sort of information they contained about Australia. Only those texts which made substantive references to Australia were analyzed; these included 4 books for level 3, 2 for level 4, and 4 for level 6. Books examined were all published by major textbook…

Holocaust Studies in Austrian Elementary and Secondary Schools

ERIC Educational Resources Information Center

Mittnik, Philipp

2016-01-01

This article presents arguments in support of teaching about the Holocaust and Nazism in Austria at an early age. To accomplish this, Austrian and German elementary school textbooks were analyzed for the amount of content dealing with the Holocaust and Jews; the results showed that since 1980 the amount of content on the Holocaust increased in…

How Agricultural Science Trumps Rural Community in the Discourse of Selected U.S. History Textbooks

ERIC Educational Resources Information Center

Howley, Marged; Howley, Aimee; Eppley, Karen

2013-01-01

Using narrative from 6 high school American history textbooks published between 1956 and 2009, this study investigated changes in how textbook authors presented the topics of agricultural science, farming, and community. Although some critical discourse analyses have examined textbooks' treatment of different population groups (e.g., African…

Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks.

PubMed

Chaudhri, Vinay K; Elenius, Daniel; Goldenkranz, Andrew; Gong, Allison; Martone, Maryann E; Webb, William; Yorke-Smith, Neil

2014-01-01

Using knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper's primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms? Our existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important. With some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps heavily with those already being used for biomedical ontologies, this work suggests a natural pathway to include such representations as part of the life sciences curriculum at different grade levels.

Meeting the Reading Challenges of Science Textbooks in the Primary Grades

ERIC Educational Resources Information Center

Bryce, Nadine

2011-01-01

Four primary grade teachers overcame challenges of textbook-based science reading through a focus on reading strategies and an emphasis on making meaning. Teachers used whole-class and small-group guided reading instruction to focus students on organizational and textual features of the science textbooks. They also used teacher-guided talk and…

Should We Add History of Science to Provide Nature of Science into Vietnamese Biology Textbook: A Case of Evolution and Genetics Teaching?

ERIC Educational Resources Information Center

Diem, Huynh Thi Thuy; Yuenyong, Chokchai

2018-01-01

History of science (HOS) plays a substantial role in the enhancement of rooted understanding in science teaching and learning. HOS of evolution and genetics has not been included in Vietnamese biology textbooks. This study aims to investigate the necessity of introducing evolution and genetics HOS into Vietnamese textbooks. A case study approach…

An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

NASA Astrophysics Data System (ADS)

Dewnarain Ramnarain, Umesh; Chanetsa, Tarisai

2016-04-01

This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the USA. The three textbooks were scored on targeted NOS aspects on a scale of -3 to +3 that reflected the explicitness with which these aspects were addressed. The analysis revealed that the textbooks poorly depict NOS, and in particular, there was scant attention given to the social dimension of science, science versus pseudoscience and the 'myth of the scientific method'. The findings of this study are incommensurate with the strong emphasis in a reformed school science curriculum that underlies the need for learners to understand the scientific enterprise, and how scientific knowledge develops. In view of this, the findings of this research reinforce the need for a review on the mandate given to textbook publishers and writers so that a stronger focus be placed on the development of materials that better represent the tenets of NOS.

Por Que Rosa No Es Valiente? Cuarto Modulo de una Serie para Maestros de Escuela Elemental (Why Isn't Rosie Brave? Fourth Module of a Series for Elementary School Teachers).

ERIC Educational Resources Information Center

Molina, Carmen Eneida, Ed.; And Others

This guide in English and Spanish provides teachers with methods for identifying textbook bias and stereotyping. A pre-test and post-test designed to measure awareness of textbook stereotypes are included. Four object lessons discuss the function of repetition, cumulative effect, omission, and distortion in reinforcing stereotypes, especially…

Practicality of Elementary Statistics Module Based on CTL Completed by Instructions on Using Software R

NASA Astrophysics Data System (ADS)

Delyana, H.; Rismen, S.; Handayani, S.

2018-04-01

This research is a development research using 4-D design model (define, design, develop, and disseminate). The results of the define stage are analyzed for the needs of the following; Syllabus analysis, textbook analysis, student characteristics analysis and literature analysis. The results of textbook analysis obtained the description that of the two textbooks that must be owned by students also still difficulty in understanding it, the form of presentation also has not facilitated students to be independent in learning to find the concept, textbooks are also not equipped with data processing referrals by using software R. The developed module is considered valid by the experts. Further field trials are conducted to determine the practicality and effectiveness. The trial was conducted to the students of Mathematics Education Study Program of STKIP PGRI which was taken randomly which has not taken Basic Statistics Course that is as many as 4 people. Practical aspects of attention are easy, time efficient, easy to interpret, and equivalence. The practical value in each aspect is 3.7; 3.79, 3.7 and 3.78. Based on the results of the test students considered that the module has been very practical use in learning. This means that the module developed can be used by students in Elementary Statistics learning.

Conception de la nature et manuels de sciences au Quebec, en France et au Senegal

NASA Astrophysics Data System (ADS)

Astalos, Monique

This study examines a view of nature in primary science education at the international level. Currently, in international studies of science programs, this aspect has been rarely considered. A better knowledge of science textbooks would give one a better understanding of the cultural variations between countries, and, would bring more precision to the cultural contexts. The study analyzes a view of nature, particularly the relationships between man and animal found in primary science textbooks in Quebec, France and Senegal. One needs to discern if there are any differences between these countries. The assumptions are based on the primary science textbooks view of nature that essentially takes an anthropocentric view, but with some variations between cultures. This research is primarily exploratory since this phenomena has been studied only minimally. The problem is examined within each country. The types of relationships between man and animal have been identified and the textbooks have been compared with each other. Similarities and differences are then presented between textbooks of the countries under study. This section also includes an interpretation phase of the possible origins of the types of relationships between man and animal in the textbooks concerned. The results enable one to update the different types of relationships between man and animal found in the science textbooks under scrutiny. Nine types of relationships have been identified. They are: (1) naturalistic; (2) ecologistic; (3) humanistic; (4) moralistic; (5) scientific; (6) aesthetic; (7) utilitarian; (8) dominionistic; and (9) negativistic. The absence of certain categories in some textbooks raises questions on the universality of the values suggested by Kellert's typology (1985). The pre-eminence of the "scientific" category suggests a definite relation with this type of textbook, but also with the general anthropocentric trend generally found in science education. The differences found in other categories suggest an unavoidable adaptation of the contents of scientific education with the physical and cultural contexts. Five possible origins in the variations of the relationships between man and animal have been proposed: the physical milieu, the environmental problems faced by each country, the types of book publishing companies, the authors of science textbooks and the values of the educational system. The types of relationships between man and animal in such science textbooks reveal the environmental education values that our society needs to transmit, such as values that are more biocentrics. Moreover, the differences observed of the view of nature in the textbooks of these three countries show the importance of taking into account this aspect for international comparisons of science programs. Finally, the problems inherent within the content analysis technique, that of the selection of textbooks, the choice of the text samples and the categories have been analyzed. In conclusion, theoretical and practical implications and suggestions for future research projects are presented, such as the examination of different types of textbooks, types of relationships between living things, and finally the differences that could exist between textbooks and student preconceptions in different countries.

The Role and Characteristics of Tactile Graphics in Secondary Mathematics and Science Textbooks in Braille

ERIC Educational Resources Information Center

Smith, Derrick W.; Smothers, Sinikka M.

2012-01-01

Introduction: The purpose of the study presented here was to determine how well tactile graphics (specifically data analysis graphs) in secondary mathematics and science braille textbooks correlated with the print graphics. Method: A content analysis was conducted on 598 separate data analysis graphics from 10 mathematics and science textbooks.…

Considerations of Multicultural Science and Curriculum Reform: A Content Analysis of State-Adopted Biology Textbooks in Florida

ERIC Educational Resources Information Center

Delgato, Margaret H.

2009-01-01

The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by…

An Analysis of South African Grade 9 Natural Sciences Textbooks for Their Representation of Nature of Science

ERIC Educational Resources Information Center

Ramnarain, Umesh Dewnarain; Chanetsa, Tarisai

2016-01-01

This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the…

Curriculum Reform Movements and Science Textbooks: A Retrospective Examination of 6th Grade Science Textbooks

ERIC Educational Resources Information Center

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.

2015-01-01

Over 50 years, two major reform efforts in science education took place. The purpose of the present study is to explore how the educational reforms were reflected in nine 6th grade science textbooks published in 1975, in 1985 and in 1997 in terms of (a) the materials used, (b) the contexts to which the electricity concept was related, (c) the type…

"We Shall Not Speak of It": Nazism and the Holocaust in the Elementary College German Course.

ERIC Educational Resources Information Center

Donahue, William Collins

1994-01-01

This article surveys the failure on the part of introductory textbooks, as well as some instructors, to treat Nazism and the Holocaust adequately in the elementary German course. Concrete proposals are made to remedy the situation: three documentary texts are offered that provide an often overlooked perspective on the Third Reich. (Contains 17…

Quantitative Analysis of Science and Chemistry Textbooks for Indicators of Reform: A complementary perspective

NASA Astrophysics Data System (ADS)

Kahveci, Ajda

2010-07-01

In this study, multiple thematically based and quantitative analysis procedures were utilized to explore the effectiveness of Turkish chemistry and science textbooks in terms of their reflection of reform. The themes gender equity, questioning level, science vocabulary load, and readability level provided the conceptual framework for the analyses. An unobtrusive research method, content analysis, was used by coding the manifest content and counting the frequency of words, photographs, drawings, and questions by cognitive level. The context was an undergraduate chemistry teacher preparation program at a large public university in a metropolitan area in northwestern Turkey. Forty preservice chemistry teachers were guided to analyze 10 middle school science and 10 high school chemistry textbooks. Overall, the textbooks included unfair gender representations, a considerably higher number of input and processing than output level questions, and high load of science terminology. The textbooks failed to provide sufficient empirical evidence to be considered as gender equitable and inquiry-based. The quantitative approach employed for evaluation contrasts with a more interpretive approach, and has the potential in depicting textbook profiles in a more reliable way, complementing the commonly employed qualitative procedures. Implications suggest that further work in this line is needed on calibrating the analysis procedures with science textbooks used in different international settings. The procedures could be modified and improved to meet specific evaluation needs. In the Turkish context, next step research may concern the analysis of science textbooks being rewritten for the reform-based curricula to make cross-comparisons and evaluate a possible progression.

An Analysis of Global Problems Issues in Sixth and Seventh Grade Science Textbooks.

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth and seventh grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages…

An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Textbooks are a major tool in the teaching and learning process. This paper presents the results of an analysis of the Finnish and Thai 6th grade science textbooks: electric circuit lesson. Textual and pictorial information from the textbooks were analyzed under four main categories: 1) introduction of the concepts, 2) type of knowledge, 3)…

A Preliminary Examination of the Cost Savings and Learning Impacts of Using Open Textbooks in Middle and High School Science Classes

ERIC Educational Resources Information Center

Wiley, David; Hilton, John Levi, III; Ellington, Shelley; Hall, Tiffany

2012-01-01

Proponents of open educational resources claim that significant cost savings are possible when open textbooks displace traditional textbooks in the classroom. Over a period of two years, we worked with 20 middle and high school science teachers (collectively teaching approximately 3,900 students) who adopted open textbooks to understand the…

Hands-On Science Reform, Science Achievement, and the Elusive Goal of "science for All" in a Diverse Elementary School District

NASA Astrophysics Data System (ADS)

Echevarria, Marissa

Given the emphasis on "science for all" in national reform documents, this study analyzed student science achievement scores in hands-on reform versus traditional classrooms for 3,667 students in Grades 3 to 6 by gender, ethnicity, free or reduced lunch status, parent education, and level of English proficiency to determine whether these subgroups performed better or worse in reform classrooms. Teachers in reform classrooms used exemplary hands-on science kits and attended 1-day in-service training per kit. Teachers in traditional classrooms used the regular activity-based science curriculum with textbook. Gender differences favoring boys appeared in both types of classrooms, but were larger in the reform classrooms. Boys from lower socioeconomic levels performed better in reform classrooms, but limited-English-proficient boys performed worse. Parent education was significantly related to higher achievement for boys only in reform classrooms. For girls this relation was significant only in traditional classrooms. White girls performed significantly worse in reform classroom, but there were no differences for Asian and Hispanic girls. Implications for adapting hands-on science reform to meet student needs are discussed.

Ten Decades of the Science Textbook: A Revealing Mirror of Science Education Past and Present.

ERIC Educational Resources Information Center

Lynch, Paddy P.; Strube, Paul D.

1985-01-01

Indicates that trends in science education can be examined by examining science textbook content. Suggests that a historical overview is important and pertinent to contemporary thinking and contemporary problems in science education. (Author/JN)

The Inclusion of Science Process Skills in Yemeni Secondary School Physics Textbooks

ERIC Educational Resources Information Center

Aziz, Majed S.; Zain, Ahmad Nurulazam Md

2010-01-01

The aim of this study is to compare and contrast the science process skills (SPS) included in the 10th-12th grade physics textbooks content utilized in Yemeni schools. The study revealed weaknesses and strengths in the textbooks' content. For instance, a number of science process skills (SPS), such as measuring, predicting and hypothesizing, have…

An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

ERIC Educational Resources Information Center

Aldahmash, Abdulwali H.; Mansour, Nasser S.; Alshamrani, Saeed M.; Almohi, Saeed

2016-01-01

This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry "essential features" rubric. The results indicated that the essential features are included in about…

Evaluation of Some Approved Basic Science and Technology Textbooks in Use in Junior Secondary Schools in Nigeria

ERIC Educational Resources Information Center

Nwafor, C. E.; Umoke, C. C.

2016-01-01

This study was designed to evaluate the content adequacy and readability of approved basic science and technology textbooks in use in junior secondary schools in Nigeria. Eight research questions guided the study. The sample of the study consisted of six (6) approved basic science and technology textbooks, 30 Junior Secondary Schools randomly…

Analysis of the Approach to Parasitic Cycles in Brazilian Science Textbooks as a Tool for Education in Health and Environment

ERIC Educational Resources Information Center

Simplicio, Nathan D. C. S.; Cordova, Bianca C.; Oliveira-Filho, Eduardo C.

2016-01-01

Modifying the environment is a characteristic of the human species. With deforestation and the expansion of urban centers, diseases known in animals have begun to be described in humans. Science textbooks constitute an instrument of great importance in understanding this issue. This study evaluated the main science textbooks, recommended by the…

Examination of Visuals about the Particulate Nature of Matter in Turkish Middle School Science Textbooks

ERIC Educational Resources Information Center

Kapici, Hasan Özgür; Savasci-Açikalin, Funda

2015-01-01

Textbooks are one of the primary teaching tools frequently used in schools and most teachers use them in their classrooms (Sanchez and Valcarcel, 1999). Since there are a lot of abstract concepts in science education, images in science textbooks play a vital role in the learning process (Kenan et al., 2011). Concretization of abstract concepts may…

Schemes for Integrating Text and Image in the Science Textbook: Effects on Comprehension and Situational Interest

ERIC Educational Resources Information Center

Peterson, Matthew O.

2016-01-01

Science education researchers have turned their attention to the use of images in textbooks, both because pages are heavily illustrated and because visual literacy is an important aptitude for science students. Text-image integration in the textbook is described here as composition schemes in increasing degrees of integration: prose primary (PP),…

Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future

NASA Astrophysics Data System (ADS)

Olesko, Kathryn M.

2006-11-01

Historical studies of science pedagogy have flourished in recent years. This essay offers an assessment of the literature on science pedagogy from the 1930s to the present. It argues that rather than focusing on the work of Thomas Kuhn and Michel Foucault, historians of science pedagogy could with profit turn to the work of Ludwik Fleck. Fleck offers three categories of historical analysis - experience, sensation, and cognition - that are embedded in science pedagogy. He furthermore argues unequivocally for the central importance of considering the cultural context of science pedagogy. Fleck’s interpretation of the role of publishing in science is used in the final section of this essay to assess scientific publishing and textbook culture, topics that are the principal concern of the articles in this volume. Among the novelties of the articles in this volume on textbooks are (1) the connections they draw between textbooks and social structure; (2) the relationships they suggest between textbooks and the public sphere; and (3) their identification of the eighteenth century as the crucial transformative century in textbook production.

Grasping the spirit in nature: Anschauung in Ørsted's epistemology of science and beauty.

PubMed

Lynning, Kristine Hays; Jacobsen, Anja Skaar

2011-03-01

The intersection between art, poetry, philosophy and science was the leitmotif which guided the lives and careers of romantic natural philosophers including that of the Danish natural philosopher, H. C. Ørsted. A simple model of orsted's career would be one in which it was framed by two periods of philosophical speculation: the youth's curious and idealistic interest in new attractive thoughts and the experienced man's mature reflections at the end of his life. We suggest that a closer look at the epistemological aspects of his works on the theory of beauty reveals a connection between this late work and his early philosophical work including experimental philosophy, but also with the work in teaching and textbook writing, that lies in between. The latter includes Ørsted's view on the application of mathematics in natural philosophy as well as his failed attempt at a genetic presentation of elementary geometry.

School Library Resources, Textbooks, and Other Instructional Materials. Annual Report, Fiscal Year 1972. Title II Elementary and Secondary Education Act of 1965.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

Narrative reports submitted by individual State Departments of Education relating to the operation of their respective Title II Elementary and Secondary Education Act (ESEA) programs are synthesized in this document. Information is provided about six aspects of the programs: 1) state management of ESEA Title II programs; 2) program development; 3)…

A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks

ERIC Educational Resources Information Center

Ding, Meixia; Li, Xiaobao

2010-01-01

This study examines presentations of the distributive property (DP) in two widely used U.S. elementary text series and one main Chinese text series along three dimensions: problem contexts, typical problem types within each problem context, and variability in using the DP. In general, the two U.S. texts were found to resemble each other but to…

Science Textbooks in the Context of Political Reform in South Africa: Implications for Access to Science

ERIC Educational Resources Information Center

Green, Whitfield; Naidoo, Devika

2008-01-01

The post-apartheid National Physical Science Curriculum was implemented for the first time in South Africa in grade 10 during 2006. A variety of new textbooks for grade 10 have been published. This study was a comparative analysis of three popular textbooks, one prepared to support the previous curriculum, and two prepared for the new curriculum.…

Treatment of Selected Concepts of Organic Evolution and the History of Life on Earth in Three Series of High School Earth Science Textbooks, 1960-1989.

ERIC Educational Resources Information Center

Glenn, William H.

1990-01-01

Examined is the extent to which trends found in high school biology textbooks are also found in earth science texts. Procedures, book lists, and summaries are presented. It is recommended that more emphasis be placed on the theory of evolution in future editions of earth science textbooks. (CW)

Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram

NASA Astrophysics Data System (ADS)

van Eijck, Michiel; Goedhart, Martin J.; Ellermeijer, Ton

2011-01-01

Polysemy in graph-related practices is the phenomenon that a single graph can sustain different meanings assigned to it. Considerable research has been done on polysemy in graph-related practices in school science in which graphs are rather used as scientific tools. However, graphs in science textbooks are also used rather pedagogically to illustrate domain-specific textbook content and less empirical work has been done in this respect. The aim of this study is therefore to better understand polysemy in the domain-specific pedagogical use of graphs in science textbooks. From socio-cultural and cultural-historical perspectives, we perceive polysemy as irreducible to either the meaning-making (semiotic) resources provided by the graph or its readers who assign meaning to it. Departing from this framework, we simultaneously investigated: (a) the meanings 44 pre-university biology students assigned to the Cartesian plane of a graph that is commonly used as a pedagogical tool in Dutch high school biology textbooks (an electrocardiogram); (b) the semiotic resources provided by this graph; and (c) the educational practices of which it is supposedly a part according to the actions constituted by the textbooks that were to be conducted by students. Drawing on this case, we show polysemy in the pedagogical use of graphs in science textbooks. In turn, we show how this polysemy can be explained dialectically as the result of both the meaning-making resources provided by the textbooks and the graph-related practices in which students supposedly engaged by using their textbooks. The educational implications of these findings are discussed.

Newton's Experimentum Crucis Reconsidered

ERIC Educational Resources Information Center

Holtsmark, Torger

1970-01-01

Certain terminological inconsistencies in the teaching of optical theory at the elementary level are traced back to Newton who derived them from Euclidean geometrical optics. Discusses this terminological ambiguity which influenced later textbooks. (LS)

Visual Representations of the Water Cycle in Science Textbooks

ERIC Educational Resources Information Center

Vinisha, K.; Ramadas, J.

2013-01-01

Visual representations, including photographs, sketches and schematic diagrams, are a valuable yet often neglected aspect of textbooks. Visual means of communication are particularly helpful in introducing abstract concepts in science. For effective communication, visuals and text need to be appropriately integrated within the textbook. This study…

An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

NASA Astrophysics Data System (ADS)

Aldahmash, Abdulwali H.; Mansour, Nasser S.; Alshamrani, Saeed M.; Almohi, Saeed

2016-12-01

This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry `essential features' rubric. The results indicated that the essential features are included in about 59 % of the analyzed science activities. However, feature 2, `making learner give priority to evidence in responding to questions' and feature 3, `allowing learner to formulate explanations from evidence' appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.

Science and Technology in U.S. History Textbooks: What's There--And What Ought to Be There.

ERIC Educational Resources Information Center

Heilbron, J. L.; Kevles, Daniel J.

1988-01-01

Examines four representative U.S. history textbooks dealing with science and technology. Finds that these books omitted the sources, authors, and context of scientific and technological events, and stressed instead their social and economic impact. Proposes ways to restructure history textbooks. (KO)

The Impact of Open Textbooks on Secondary Science Learning Outcomes

ERIC Educational Resources Information Center

Robinson, T. Jared; Fischer, Lane; Wiley, David; Hilton, John, III

2014-01-01

Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science…

Representation of Scientific Methodology in Secondary Science Textbooks

ERIC Educational Resources Information Center

Binns, Ian C.; Bell, Randy L.

2015-01-01

This study explored how eight widely used secondary science textbooks described scientific methodology and to what degree the textbooks' examples and investigations were consistent with this description. Data consisted of all text from student and teacher editions that referred to scientific methodology and all investigations. Analysis used an…

An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales

NASA Astrophysics Data System (ADS)

King, Chris John Henry

2010-03-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth's structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre-service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science-teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future.

Dona Ana No Esta Aqui. Sexto Modulo de una Serie para Maestros de Escuela Elemental (Dona Ana Isn't Here. Sixth Module of a Series for Elementary School Teachers).

ERIC Educational Resources Information Center

Molina, Carmen Eneida, Ed.; And Others

This guide in English and Spanish examines the roles assigned to women in social studies textbooks and the omission of women from history books. It analyzes the topics, textbooks, pictures, and narrations in use, and offers alternatives to these biased materials. A pre-test and post-test are included to measure the user's awareness of textbook…

The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

ERIC Educational Resources Information Center

Chao, Yu-Long; Chou, Ying-Chyi; Yen, Hsin-Yi; Chen, Shr-Jya

2017-01-01

As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of…

The effectiveness of multi modal representation text books to improve student's scientific literacy of senior high school students

NASA Astrophysics Data System (ADS)

Zakiya, Hanifah; Sinaga, Parlindungan; Hamidah, Ida

2017-05-01

The results of field studies showed the ability of science literacy of students was still low. One root of the problem lies in the books used in learning is not oriented toward science literacy component. This study focused on the effectiveness of the use of textbook-oriented provisioning capability science literacy by using multi modal representation. The text books development method used Design Representational Approach Learning to Write (DRALW). Textbook design which was applied to the topic of "Kinetic Theory of Gases" is implemented in XI grade students of high school learning. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using Independent T-test. The results showed that the textbooks which were developed using multi-mode representation science can improve the literacy skills of students. Based on the size of the effect size textbooks developed with representation multi modal was found effective in improving students' science literacy skills. The improvement was occurred in all the competence and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference on the ability of science literacy between class that uses textbooks with multi modal representation and the class that uses the regular textbook used in schools.

Conceptual Variation or Incoherence? Textbook Discourse on Genes in Six Countries

NASA Astrophysics Data System (ADS)

Gericke, Niklas M.; Hagberg, Mariana; dos Santos, Vanessa Carvalho; Joaquim, Leyla Mariane; El-Hani, Charbel N.

2014-02-01

The aim of this paper is to investigate in a systematic and comparative way previous results of independent studies on the treatment of genes and gene function in high school textbooks from six different countries. We analyze how the conceptual variation within the scientific domain of Genetics regarding gene function models and gene concepts is transformed via the didactic transposition into school science textbooks. The results indicate that a common textbook discourse on genes and their function exist in textbooks from the different countries. The structure of science as represented by conceptual variation and the use of multiple models was present in all the textbooks. However, the existence of conceptual variation and multiple models is implicit in these textbooks, i.e., the phenomenon of conceptual variation and multiple models are not addressed explicitly, nor its consequences and, thus, it ends up introducing conceptual incoherence about the gene concept and its function within the textbooks. We conclude that within the found textbook-discourse ontological aspects of the academic disciplines of genetics and molecular biology were retained, but without their epistemological underpinnings; these are lost in the didactic transposition. These results are of interest since students might have problems reconstructing the correct scientific understanding from the transformed school science knowledge as depicted within the high school textbooks. Implications for textbook writing as well as teaching are discussed in the paper.

Do general physics textbooks discuss scientists’ ideas about atomic structure? A case in Korea

NASA Astrophysics Data System (ADS)

Niaz, Mansoor; Kwon, Sangwoon; Kim, Nahyun; Lee, Gyoungho

2013-01-01

Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general physics textbooks published in Korea based on the eight criteria developed in previous research. The result of this study shows that Korean general physics textbooks often lack detail about the history and philosophy of science. This result is quite similar to those published for the USA. Furthermore, chemistry textbooks published in the USA, Turkey and Venezuela are quite similar to the physics textbooks. This is a cause for concern as textbooks present theories as facts and ignore the historical reconstructions based on the development of scientific theories that frequently involve controversies and conflicts among scientists. The inclusion of historical reconstructions of ideas about atomic structure can provide students with a better appreciation of the dynamics of scientific progress.

Quantitative Analysis of Representations of Nature of Science in Nordic Upper Secondary School Textbooks Using Framework of Analysis Based on Philosophy of Chemistry

NASA Astrophysics Data System (ADS)

Vesterinen, Veli-Matti; Aksela, Maija; Lavonen, Jari

2013-07-01

The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed.

Nostalgia--or Nous? A Lookback at an Early Textbook

ERIC Educational Resources Information Center

Chapman, B. R.

1975-01-01

Presents and critiques an experiment relevant to the development of the submarine cable that was found in the 1895 edition of Silvanus P. Thompson's ELEMENTARY LESSONS ON ELECTRICITY AND MAGNETISM. (GS)

Representation of scientific methodology in secondary science textbooks

NASA Astrophysics Data System (ADS)

Binns, Ian C.

The purpose of this investigation was to assess the representation of scientific methodology in secondary science textbooks. More specifically, this study looked at how textbooks introduced scientific methodology and to what degree the examples from the rest of the textbook, the investigations, and the images were consistent with the text's description of scientific methodology, if at all. The sample included eight secondary science textbooks from two publishers, McGraw-Hill/Glencoe and Harcourt/Holt, Rinehart & Winston. Data consisted of all student text and teacher text that referred to scientific methodology. Second, all investigations in the textbooks were analyzed. Finally, any images that depicted scientists working were also collected and analyzed. The text analysis and activity analysis used the ethnographic content analysis approach developed by Altheide (1996). The rubrics used for the text analysis and activity analysis were initially guided by the Benchmarks (AAAS, 1993), the NSES (NRC, 1996), and the nature of science literature. Preliminary analyses helped to refine each of the rubrics and grounded them in the data. Image analysis used stereotypes identified in the DAST literature. Findings indicated that all eight textbooks presented mixed views of scientific methodology in their initial descriptions. Five textbooks placed more emphasis on the traditional view and three placed more emphasis on the broad view. Results also revealed that the initial descriptions, examples, investigations, and images all emphasized the broad view for Glencoe Biology and the traditional view for Chemistry: Matter and Change. The initial descriptions, examples, investigations, and images in the other six textbooks were not consistent. Overall, the textbook with the most appropriate depiction of scientific methodology was Glencoe Biology and the textbook with the least appropriate depiction of scientific methodology was Physics: Principles and Problems. These findings suggest that compared to earlier investigations, textbooks have begun to improve in how they represent scientific methodology. However, there is still much room for improvement. Future research needs to consider how textbooks impact teachers' and students' understandings of scientific methodology.

A Literature-Based Basal Reader's Effects on Student Achievement: An Evaluation of Literature-Based Basal Textbook Adoption at Terre Town Elementary.

ERIC Educational Resources Information Center

Burk, Anne

An ex post facto study examined third grade students' achievement test scores both before and after the adoption of a literature-based basal reading text. The experimental groups consisted of five third grade classes at Terre Town Elementary School (Indiana) for each of the years 1988 through 1993. Mean scores were plotted and data were visually…

Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks

NASA Astrophysics Data System (ADS)

Yacoubian, Hagop A.; Al-Khatib, Layan; Mardirossian, Taline

2017-07-01

This article presents an analysis of how scientists are portrayed in the Lebanese national science textbooks. The purpose of this study was twofold. First, to develop a comprehensive analytical framework that can serve as a tool to analyze the image of scientists portrayed in educational resources. Second, to analyze the image of scientists portrayed in the Lebanese national science textbooks that are used in Basic Education. An analytical framework, based on an extensive review of the relevant literature, was constructed that served as a tool for analyzing the textbooks. Based on evidence-based stereotypes, the framework focused on the individual and work-related characteristics of scientists. Fifteen science textbooks were analyzed using both quantitative and qualitative measures. Our analysis of the textbooks showed the presence of a number of stereotypical images. The scientists are predominantly white males of European descent. Non-Western scientists, including Lebanese and/or Arab scientists are mostly absent in the textbooks. In addition, the scientists are portrayed as rational individuals who work alone, who conduct experiments in their labs by following the scientific method, and by operating within Eurocentric paradigms. External factors do not influence their work. They are engaged in an enterprise which is objective, which aims for discovering the truth out there, and which involves dealing with direct evidence. Implications for science education are discussed.

How Do Five American Political Science Textbooks Deal with the Economic Dimension?

ERIC Educational Resources Information Center

Madsen, Poul Thois

2011-01-01

Politics and economics interact. As a consequence, political science textbooks must often relate to the economic dimension--implicitly or explicitly. But we know very little about how these textbooks relate to economics. Are they merely unreflective customers of neoclassical economics or do they strive for a cross-disciplinary approach? An…

Corrected Science Textbooks and Snakebite Casualties in Brazil: 1993-2007

ERIC Educational Resources Information Center

Bizzo, Nelio; Monteiro, Paulo H. Nico; Lucas, Marcelo B.; Bianco, Andre Amaral G.

2012-01-01

First-aid methods recommended for snakebites are included in Science textbooks in Brazil. Books published before 1996 provided misleading information in this respect and it is possible that such recommendations derived from North-American experiences conducted at the beginning of the 20th Century. The official evaluation of textbooks carried out…

Textbook Use in the Sciences and Its Relation to Course Performance

ERIC Educational Resources Information Center

French, Michelle; Taverna, Franco; Neumann, Melody; Paulo Kushnir, Lena; Harlow, Jason; Harrison, David; Serbanescu, Ruxandra

2015-01-01

There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either "often" (>75% of the…

The Concept Currency of K-12 Science Textbooks Relative to Earth Science Concepts.

ERIC Educational Resources Information Center

Janke, Delmar Lester

This study was undertaken to determine the degree of agreement between science textbooks and scholars in earth science relative to earth science concepts to be included in the K-12 science curriculum. The study consisted of two phases: (1) the identification of a sample of earth science concepts rated by earth scientists as important for inclusion…

Analysis of a Typical Chinese High School Biology Textbook Using the AAAS Textbook Standards

ERIC Educational Resources Information Center

Liang, Ye; Cobern, William W.

2013-01-01

The purpose of this study was to evaluate a typical Chinese high school biology textbook using the textbook standards of the American Association for the Advancement of Science (AAAS). The data were composed of three chapters selected from the textbook. Each chapter was analyzed and rated using the AAAS textbook standards. Pearson correlations…

Science textbooks for lower secondary schools in Brunei: issues of gender equity

NASA Astrophysics Data System (ADS)

Elgar, Ann G.

2004-07-01

This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998-2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei.

Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science

NASA Astrophysics Data System (ADS)

Li, Xiying; Tan, Zuyu; Shen, Jiliang; Hu, Weiping; Chen, Yinghe; Wang, Jingying

2018-04-01

Based on the analytical framework of nature of science (NOS) in junior school science textbooks, a content analysis method was adopted to analyze the NOS in junior middle school physical textbooks (grade 8) of five editions authorized by the Ministry of Education of China, and the features of NOS were analyzed and compared. It was found that all five textbooks presented poor representations of NOS. None of these five editions were scientifically objective, nor did they include discussions of scientific laws and theories. Furthermore, they rarely presented empirical evidence to support their arguments. The explicit representations of NOS were particularly inadequate.

Teachers' selection and enactment of mathematical problems from textbooks

NASA Astrophysics Data System (ADS)

Son, Ji-Won; Kim, Ok-Kyeong

2015-12-01

In order to investigate how teachers' use of textbooks creates different kinds of opportunities for student learning, this study focused on teachers' selection and enactment of problems and tasks from the textbooks and their influence on the cognitive demand placed on students. By drawing on data from three elementary teachers in the USA, two of which used a reform-oriented textbook— Math Trailblazers and one a commercially developed textbook—this study examined kinds of problems the teachers chose and ways in which they enacted those problems in relation to the cognitive demand of the problems. In particular, we attended to the kinds of questions the teachers asked in enacting the problems and ways in which those questions influenced the cognitive demand of the textbook problems. This study also identified critical issues involved in teacher decision-making on task selection and enactment, such as the match between teachers' goals and those of the textbooks, and teachers' perception of textbook problems. Based on the results of the study, we discuss implications for teacher education and professional development.

Perceptions of Crop Science Instructional Materials.

ERIC Educational Resources Information Center

Elkins, D. M.

1994-01-01

A number of crop science instructors have indicated that there is a shortage of quality, current crop/plant science teaching materials, particularly textbooks. A survey instrument was developed to solicit information from teachers about the use and adequacy of textbooks, laboratory manuals, and videotapes in crop/plant science instruction. (LZ)

How Do High School Science Textbooks in Korea, Japan, and the U.S. Explain Bioaccumulation-Related Concepts?

ERIC Educational Resources Information Center

Kim, Heung-Tae; Kim, Jae Geun

2013-01-01

Although bioaccumulation-related concepts are important scientific knowledge, a study on whether high school textbooks include appropriate explanations has not been conducted. The present study investigated science and biology textbooks from Korea, Japan, and the U.S., focusing on how bioaccumulation-related concepts were defined, what types of…

Education for Global Citizenship and Sustainable Development in Social Science Textbooks

ERIC Educational Resources Information Center

Jimenez, Jeremy David; Lerch, Julia; Bromley, Patricia

2017-01-01

This article reviews the state of research and data on relevant content, broadly understood as sustainable development, in social science textbooks worldwide. Specifically, it examines the extent to which these textbooks could help learners to acquire the knowledge, skills and values that are needed to meet goal 4.7 of the United Nation's…

Learning Effects of a Science Textbook Designed with Adapted Cognitive Process Principles on Grade 5 Students

ERIC Educational Resources Information Center

Cheng, Ming-Chang; Chou, Pei-I; Wang, Ya-Ting; Lin, Chih-Ho

2015-01-01

This study investigates how the illustrations in a science textbook, with their design modified according to cognitive process principles, affected students' learning performance. The quasi-experimental design recruited two Grade 5 groups (N?=?58) as the research participants. The treatment group (n?=?30) used the modified version of the textbook,…

A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

ERIC Educational Resources Information Center

Hsu, Chihcheng; Ou Yang, Fang-Chuan

2013-01-01

Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements…

INSTRUCTIONAL MANUALS OF BOUNDARY-WORK: PSYCHOLOGY TEXTBOOKS, STUDENT SUBJECTIVITIES, AND DISCIPLINARY HISTORIOGRAPHIES.

PubMed

Flis, Ivan

2016-07-01

This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology-first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post-Kuhnian and post-Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations. © 2016 The Authors. Journal of the History of the Behavioral Sciences Published by Wiley Periodicals, Inc.

Textbooks in the Third World: Policy, Content, and Context. Garland Reference Library of Social Science, Volume 450.

ERIC Educational Resources Information Center

Altbach, Philip G.; Kelly, Gail P.

This volume of essays focuses on textbooks in developing nations of the world. Issues of concern are textbook supply in the schools, national policies and their relation to textbook supply and content, the role of national and international agencies in textbook publication and control, and the influence of textbooks on classroom practice. The…

What Images Reveal: a Comparative Study of Science Images between Australian and Taiwanese Junior High School Textbooks

NASA Astrophysics Data System (ADS)

Ge, Yun-Ping; Unsworth, Len; Wang, Kuo-Hua; Chang, Huey-Por

2017-07-01

From a social semiotic perspective, image designs in science textbooks are inevitably influenced by the sociocultural context in which the books are produced. The learning environments of Australia and Taiwan vary greatly. Drawing on social semiotics and cognitive science, this study compares classificational images in Australian and Taiwanese junior high school science textbooks. Classificational images are important kinds of images, which can represent taxonomic relations among objects as reported by Kress and van Leeuwen (Reading images: the grammar of visual design, 2006). An analysis of the images from sample chapters in Australian and Taiwanese high school science textbooks showed that the majority of the Taiwanese images are covert taxonomies, which represent hierarchical relations implicitly. In contrast, Australian classificational images included diversified designs, but particularly types with a tree structure which depicted overt taxonomies, explicitly representing hierarchical super-ordinate and subordinate relations. Many of the Taiwanese images are reminiscent of the specimen images in eighteenth century science texts representing "what truly is", while more Australian images emphasize structural objectivity. Moreover, Australian images support cognitive functions which facilitate reading comprehension. The relationships between image designs and learning environments are discussed and implications for textbook research and design are addressed.

Assessment practices of third- and fifth-grade science teachers: A comparison to the style/format, process, and content of Ohio's proficiency tests

NASA Astrophysics Data System (ADS)

Janson, David C.

This descriptive study is addressed to policy-makers, textbook publisher, teachers, principals, and curriculum directors. It compares the assessment practices of ten elementary teachers over a period of 11 weeks with Ohio's fourth and sixth grade science Proficiency Tests. Results show that the teachers' assessment practices were not aligned with Ohio's Proficiency Test. The tests used in the participants' classroom contained a disproportionate number of items characterized as low-level in terms of their cognitive function. Classroom test items generally fell into three categories---true/false, completion, and matching. The remaining items were predominantly low-level multiple-choice items requiring simple recall of information. The teachers in this study showed a heavy reliance on the packaged assessments that accompanied their adopted textbook series with little use of teacher-designed instruments. This differs from the findings of previous researchers who reported that most teacher assessments were done with teacher-made tests. The lack of alignment between classroom tests and Ohio's Proficiency Test is a concern because previous researchers and the teachers in this study believe that aligning classroom tests with high-stakes assessment improves student performance. Other research shows teachers teach what they test suggesting that the curriculum would be better aligned with State expectations if classroom tests were more in line with the proficiency tests. This study found that textbooks and their assessment packages are not aligned to most state standards and that teachers need help developing better assessments. The results of this study suggest directions school administrators might take to facilitate inservice training for current teachers and could be helpful to textbook publishers as well as educators serving on adoption committees. Since high-stakes testing of students in the nation's public schools and school accountability seem destined to remain a part of the American educational system, educators at all levels---teachers and administrators at the local level, consultants and administrators at the state level, and policymakers at the state and national levels---may want to consider the implications of these findings.

How Science, Technology and Society Issues Are Presented in Science Textbooks.

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

1988-01-01

Ten science textbooks (4,393 pages) for grades 6 and 7 were examined for their treatment of five top-ranked global problem issues (population growth, war technology, world hunger and food resources, air quality and atmosphere, and water resources). Implications for science education curricula from this content analysis are discussed. (SLD)

Collocations of High Frequency Noun Keywords in Prescribed Science Textbooks

ERIC Educational Resources Information Center

Menon, Sujatha; Mukundan, Jayakaran

2012-01-01

This paper analyses the discourse of science through the study of collocational patterns of high frequency noun keywords in science textbooks used by upper secondary students in Malaysia. Research has shown that one of the areas of difficulty in science discourse concerns lexis, especially that of collocations. This paper describes a corpus-based…

Textbooks Content Analysis of Social Studies and Natural Sciences of Secondary School Based on Emotional Intelligence Components

ERIC Educational Resources Information Center

Babaei, Bahare; Abdi, Ali

2014-01-01

The aim of this study is to analyze the content of social studies and natural sciences textbooks of the secondary school on the basis of the emotional intelligence components. In order to determine and inspect the emotional intelligence components all of the textbooks content (including texts, exercises, and illustrations) was examined based on…

Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks

ERIC Educational Resources Information Center

Lee, Victor R.

2010-01-01

Visual representations are ubiquitous in modern-day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus…

Propagating Dynamical Science in the Periphery of German "Naturphilosophie": H. C. Orsted's Textbooks and Didactics

ERIC Educational Resources Information Center

Jacobsen, Anja Skaar

2006-01-01

This paper explores the relationship between H. C. Orsted's research and teaching programme in order to uncover the way he attempted to sustain a dynamical approach to science through his lectures and textbooks. The main focus is the relation between Orsted's didactics as presented in his textbooks and other documents, his pedagogic activity, and…

The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material.

ERIC Educational Resources Information Center

Mikulecky, Larry

A study evaluated the effectiveness of a series of print materials and interactive computer-guided study programs designed to lead undergraduate students to apply basic textbook reading and concept mapping strategies to the study of science and social science textbooks. Following field testing with 25 learning skills students, 50 freshman biology…

Should Science Teaching Involve the History of Science? An Assessment of Kuhn's View

ERIC Educational Resources Information Center

Kindi, Vasso

2005-01-01

Thomas Kuhn draws the distinction between textbook history of science and history of science proper. The question addressed in the paper is whether Kuhn recommends the inclusion of distortive textbook history in science education. It is argued, pace Fuller, that Kuhn does not make normative suggestions. He does not urge the teaching of bad history…

Education and Textbooks.

PubMed

Simon, Josep; García-Belmar, Antonio

Education and textbooks have traditionally been standard objects of research in the history of science, technology, and medicine. However, they have often remained marginal in the formulation of large historiographical questions. In the last decades, the work of some historians of science has challenged this state of affairs. STEP has promoted a distinctive focus on education and textbooks, compared to other scholarship cultures such as the Anglo-American. This essay reviews its work in this field and stresses the potential of education and textbooks to produce interdisciplinary research in local, national, and international perspective.

Influence of teacher-directed scientific inquiry on students' primal inquiries in two science classrooms

NASA Astrophysics Data System (ADS)

Stone, Brian Andrew

Scientific inquiry is widely used but pervasively misunderstood in elementary classrooms. The use of inquiry is often attached to direct instruction models of teaching, or is even passed as textbook readings or worksheets. Previous literature on scientific inquiry suggests a range or continuum beginning with teacher-directed inquiry on one extreme, which involves a question, process, and outcome that are predetermined by the teacher. On the other end of the continuum is an element of inquiry that is extremely personal and derived from innate curiosity without external constraints. This authentic inquiry is defined by the study as primal inquiry. If inquiry instruction is used in the elementary classroom, it is often manifested as teacher-directed inquiry, but previous research suggests the most interesting, motivating, and lasting content is owned by the individual and exists within the individual's own curiosity, questioning and processes. Therefore, the study examined the impact of teacher-directed inquiry in two elementary fourth grade classrooms on climate-related factors including interest, motivation, engagement, and student-generated inquiry involvement. The study took place at two elementary classrooms in Arizona. Both were observed for ten weeks during science instruction over the course of one semester. Field notes were written with regard for the inquiry process and ownership, along with climate indicators. Student journals were examined for evidence of primal inquiry, and twenty-two students were interviewed between the two classrooms for evidence of low climate-related factors and low inquiry involvement. Data from the three sources were triangulated. The results of this qualitative study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for students working within a teacher-directed scientific inquiry environment. Very little existed in terms of time, materials, or opportunities for students to explore science using their own questions and processes. Furthermore, as students conformed to a teacher-directed inquiry environment, their own primal inquiries were displaced and undervalued. Ownership belonged to the teacher and precluded primal inquiries in both classrooms.

Geometric Transformations in Middle School Mathematics Textbooks

ERIC Educational Resources Information Center

Zorin, Barbara

2011-01-01

This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum…

How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

This thesis examines how discourses of biology textbooks can work to constitute various kinds of subjectivities. Using a Foucauldian archaeological approach to discourse analysis I examine how four Ontario secondary school biology textbooks discursively delimit what can be thought and acted upon, and in the process work to partially constitute students/teachers as sex/gendered; neocolonial; neoliberal (and a subject of work), and ethical subjects and subjectivities. This thesis engages the topic of how discourse can constitute subjectivity in science in three basic ways: First, on a theoretical level, in terms of working out an understanding of subject constitution/interpellation that would also be useful when engaging with other sociopolitical and ethical questions in science education. Secondly, in terms of an empirically based critical discourse analysis that examines how various statements within these four textbooks could set limits on what is possible for students to think and act upon in relation to themselves, science, and the world. Thirdly, this thesis represents a narrative of scholarly development that moves from an engagement of my personal experiences in science education and current science education literature towards the general politico-philosophical topic of subjectivity and biopolitics. This thesis begins with a discussion of my experiences as a science teacher, a review of relevant science education literature, and considerations of subjectivity that relate specifically ii to the specific methodological approach I employ when examining these textbooks. After this I present five chapters, each of which can be thought of as a somewhat separate analysis concerning how the discourses of these textbooks can work to constitute specific subjectivities (each involving different theoretical/methodological considerations). I conclude with a reflection/synthesis chapter and a call to see science education as a site for biopolitical struggle.

Zur Frage der Textauswahl in einem Lesekurs fuer die Sozialwissenschaften (On the Question of the Choice of Textbooks in a Course in the Social Sciences)

ERIC Educational Resources Information Center

Apelt, Hans-Peter

1974-01-01

Passages from three selected samples of textbooks are used to show what requirements are made of textbooks in the social sciences. Some hints are given to the teacher for converting reading suggestions into instructional material. Short texts from Karl Marx are also suggested. (Text is in German.) (IFS/WGA)

Analysis of Physical Science Textbooks for Conceptual Frameworks on Acids, Bases and Neutralization: Implications for Students' Conceptual Understanding.

ERIC Educational Resources Information Center

Erduran, Sibel

Eight physical science textbooks were analyzed for coverage on acids, bases, and neutralization. At the level of the text, clarity and coherence of statements were investigated. The conceptual framework for this topic was represented in a concept map which was used as a coding tool for tracing concepts and links present in textbooks. Cognitive…

The Holocaust as History and Human Rights: A Cross-National Analysis of Holocaust Education in Social Science Textbooks, 1970-2008

ERIC Educational Resources Information Center

Bromley, Patricia; Russell, Susan Garnett

2010-01-01

This article examines Holocaust education in secondary school social science textbooks around the world since 1970, using data coded from 465 textbooks from 69 countries. It finds that books and countries more connected to world society and with an accompanying emphasis on human rights, diversity in society and a depiction of international, rather…

Mendelian Genetics as a Platform for Teaching about Nature of Science and Scientific Inquiry: The Value of Textbooks

ERIC Educational Resources Information Center

Campanile, Megan F.; Lederman, Norman G.; Kampourakis, Kostas

2015-01-01

The purpose of this study was to analyze seven widely used high school biology textbooks in order to assess the nature of science knowledge (NOS) and scientific inquiry (SI) aspects they, explicitly or implicitly, conveyed in the Mendelian genetics sections. Textbook excerpts that directly and/or fully matched our statements about NOS and SI were…

Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader

ERIC Educational Resources Information Center

Rupley, William H.; Paige, David D.; Rasinski, Timothy V.; Slough, Scott W.

2015-01-01

Pavio's Dual-Coding Theory (1991) and Mayer's Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson's "Life on Earth: An Introduction"…

the Integrated Science Textbooks in China

ERIC Educational Resources Information Center

Wei, Bing; Li, Yue; Chen, Bo

2013-01-01

This study aimed to examine the representations of nature of science (NOS) in the eight histories of science selected from three series of integrated science textbooks used in junior high school in China. Ten aspects of NOS were adopted in the analytical framework. It was found that NOS had not been well treated in the selected histories of…

An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks

ERIC Educational Resources Information Center

Morris, Bradley J.; Masnick, Amy M.; Baker, Katie; Junglen, Angela

2015-01-01

A critical component of science and math education is reasoning with data. Science textbooks are instructional tools that provide opportunities for learning science content (e.g. facts about force and motion) and process skills (e.g. data recording) that support and augment reasoning with data. In addition, the construction and design of textbooks…

National Science Resources Center Project for Improving Science Teaching in Elementary Schools. Appendix A. School Systems With Exemplary Elementary Science Programs. Appendix B. Elementary Science Network

DTIC Science & Technology

1988-12-01

Department Campbell, Judy S., Principal Seedling Mile Elementary School Campbell, Kelly, Vice President International Services, Inc. Campbell, Larry...Agency #5 Coverdale, Miles , Principal Baxter Coveyou, Tony, Cowan, Ann, Education Specialist Hanford Science Center Cowan, Margaret, Cowan, Peggy...Science State Department of Education Ezell, James, No. 92 Elementary School Ezzell , Effie, No. 45 Elementary School 09/03/88 NSRC Elementary Science

Effectiveness of 1:1 technology in the science classroom

NASA Astrophysics Data System (ADS)

Weiss, Courtney Tara

The purposes of this study were: (a) to determine if using e-text technology in a middle school resource science classroom increases student academic performance, (b) to determine if using e-text technology in a middle school science resource classroom increases student engagement/on-task behavior, and (c) to evaluate student comfort and satisfaction in using an electronic textbook or print textbook in a middle school resource science classroom. Ten middle school students, four in grade 7 and six in grade 8 participated in the study using the Discovery Education Science Techbook and the AGS General Science series. A single subject design with ABABA phases was used with the printed textbook from AGS as the baseline and the e-text as the intervention. During the baseline and intervention, students completed vocabulary and guided notes on science content. Their performance was evaluated through homework completion, quiz and test scores. Their on task behaviors were observed and recorded in five-minute time intervals daily. Results showed that even though the students preferred the e-text over the printed textbook, their academic scores and engagement were lower when using the e-text.

Physics that Textbook Writers Usually Get Wrong: III.

ERIC Educational Resources Information Center

Bauman, Robert P.

1992-01-01

Examines inconsistencies in science textbook discussions of vector quantities and force. Provides illustrations of textbook inconsistencies related to Newton's laws of motion and the concepts of centrifugal and coriolis force. (MDH)

Queering high school biology textbooks

NASA Astrophysics Data System (ADS)

Snyder, Vicky L.; Broadway, Francis S.

2004-08-01

As teachers committed to educating all students, we need to learn more about how instructional materials shape representations of sexuality and gender. Through its insistent deconstruction of the norms that structure practice and belief, queer theory offers perspectives from which science educators can question assumptions embedded in textbooks. This article applies queer theory to analyze eight biology textbooks used in the United States. Specifically, we ask how biology textbooks address sexuality outside the heterosexual norm and if they propagate heteronormative attitudes. The textbooks examined offer deafening silences, antiseptic factoids, socially sanitized concepts, and politically correct binary-gendered illustrations. In these textbooks, the term homosexuality was used only in the context of AIDS where, along with iv drug users, they were identified as an affected group. The pervasive acceptance of heteronormative behavior privileges students that fit the heterosexual norm, and oppresses through omission and silence those who do not. We offer implications for practice to help science educators broaden their perspectives on the constructs of sexuality and gender to construct new ways of knowing and understanding differences in science classrooms and the natural world.

Looking into the Earth

NASA Astrophysics Data System (ADS)

Mussett, Alan E.; Aftab Khan, M.; Button, Illustrated By Sue

2000-12-01

Looking Into the Earth comprehensively describes the principles and applications of both `global' and `exploration' geophysics on all scales. It forms an introduction to geophysics suitable for those who do not necessarily intend to become professional geophysicists, including geologists, civil engineers, environmental scientists, and field archaeologists. The book is organised into two parts: Part 1 describes the geophysical methods, while Part 2 illustrates their use in a number of extended case histories. Mathematical and physical principles are introduced at an elementary level, and then developed as necessary. Student questions and exercises are included at the end of each chapter. The book is aimed primarily at introductory and intermediate university students taking courses in geology, earth science, environmental science, and engineering. It will also form an excellent introductory textbook in geophysics departments, and will help practising geologists, archaeologists and engineers understand what geophysics can offer their work. Accessible to students with little background in maths and physics Covers both global and applied geophysics Well illustrated and contains many student exercises and case studies Written by experienced teachers of geophysics

Evaluation of the Third Class Science Text Book from the Teacher's Perspective at Madaba Municipality

ERIC Educational Resources Information Center

Kraishan, Osama M.; Almaamah, Ismail

2016-01-01

This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of…

Statements by Scientists in the California Textbook Dispute

ERIC Educational Resources Information Center

American Biology Teacher, 1972

1972-01-01

Contains statements by five biologists and science educators to the California State Department of Education committee considering the adoption standards for science textbooks with regard to the clause requiring inclusion of creationist viewpoints of species origins. (AL)

A Reflection on Distorted Views of Science and Technology in Science Textbooks as Obstacles to the Improvement of Students' Scientific Literacy

ERIC Educational Resources Information Center

Calado, Florbela M.; Bogner, Franz X.

2013-01-01

Scientific literacy has been increasingly considered a major goal of science education. While textbooks remain the most widespread tools for pursuing this goal within classrooms, they have been slow to adapt to the most recent epistemological paradigms, often still conveying distorted views of science and technology. Accordingly, we present herein…

Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts

ERIC Educational Resources Information Center

Kapici, Hasan Ozgur; Akcay, Hakan; Yager, Robert E.

2017-01-01

It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology

NASA Astrophysics Data System (ADS)

Dimopoulos, Kostas; Koulaidis, Vasilis; Sklaveniti, Spyridoula

2003-04-01

This paper aims at presenting the application of a grid for the analysis of the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. The analysis is made using the dimensions of content specialisation (classification) and social-pedagogic relationships (framing) promoted by the images as well as the elaboration and abstraction of the corresponding visual code (formality), thus combining pedagogical and socio-semiotic perspectives. The grid is applied to the analysis of 2819 visual images collected from school science textbooks and another 1630 visual images additionally collected from the press. The results show that the science textbooks in comparison to the press material: a) use ten times more images, b) use more images so as to familiarise their readers with the specialised techno-scientific content and codes, and c) tend to create a sense of higher empowerment for their readers by using the visual mode. Furthermore, as the educational level of the school science textbooks (i.e., from primary to lower secondary level) rises, the content specialisation projected by the visual images and the elaboration and abstraction of the corresponding visual code also increases. The above results have implications for the terms and conditions for the effective exploitation of visual material as the educational level rises as well as for the effective incorporation of visual images from press material into science classes.

Role of Islamic Science Textbooks and Teaching Methods in Arab Schools and Universities and Ideological Extremism

ERIC Educational Resources Information Center

Hammad, Hamza Abed Alkarim

2014-01-01

The study concludes that most Islamic sciences courses in schools and universities adopt a dogmatic or indoctrinatory approach combined with little room for dialogue and discussion. The study recommends reconsidering Islamic science textbooks through including additional higher-order thinking skills and reconsidering Sharia faculties' syllabi.

Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities

ERIC Educational Resources Information Center

Romine, William L.; Banerjee, Tanvi

2012-01-01

Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce…

Supertitrations: High-Precision Methods.

ERIC Educational Resources Information Center

Guenther, W. B.

1988-01-01

Offers challenging work at a higher level of technique than most students meet in elementary laboratory work. Uses a combined weight and volumetric sequence not shown in textbooks. Notes modern rapid balances help lower evaporation loss during weighings. Discusses the balance, weights, and buoyancy considerations. (MVL)

Prime Time for Learning.

ERIC Educational Resources Information Center

Leidy, Vivian; And Others

1981-01-01

Five elementary teachers explain how they orient pupils and get learning started on the first day of school--whether or not their supplies or textbooks have arrived--by building learning activities around a common interest like dogs, earthworms, football, or the Statue of Liberty. (Editor/SJL)

Introduction: The secret lives of textbooks.

PubMed

Vicedo, Marga

2012-03-01

Textbooks have a low status in the history of science because they have been seen as mere repositories for scientific knowledge. But historians have recently shown how they play a number of roles that can illuminate different aspects of the history of science, from priority disputes to pedagogical practices. The essays in this Focus section aim to expand our vision of textbooks further by showing how they perform various hybrid functions in scientific development.

The secret identity of science education: masculine and politically conservative?

NASA Astrophysics Data System (ADS)

Lemke, Jay

2011-06-01

This response to Jesse Bazzul and Heather Sykes' paper, The secret identity of a biology textbook: straight and naturally sexed, explores their critiques of textbooks and curricula that authoritatively present scientific accounts of the natural world without engaging students in critical thinking. It proposes that we need to go beyond such useful critiques to develop alternatives to the unsatisfactory heteronormative status quo in biology textbooks and in science education more generally.

Textbook Evaluation for the Students of Speech Therapy

ERIC Educational Resources Information Center

Jamshidi, Tahereh; Soori, Afshin

2013-01-01

This study aimed to evaluate an ESP textbook in terms of McDonough and Shaw (2003) based on external and internal evaluation. The ESP textbook was "Special English for Computer Sciences" (2010) by Hojjat Baghban. This study also discussed the external evaluation and a detailed evaluation of a chapter of the ESP textbook. This ESP…

Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

ERIC Educational Resources Information Center

Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan

2009-01-01

Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

Towards a Framework of Socio-Linguistic Analysis of Science Textbooks: The Greek Case

ERIC Educational Resources Information Center

Dimopoulos, Kostas; Koulaidis, Vasilis; Sklaveniti, Spyridoula

2005-01-01

This study aims at presenting a grid for analysing the way the language employed in Greek school science textbooks tends to project pedagogic messages. These messages are analysed for the different school science subjects (i.e., Physics, Chemistry, Biology) and educational levels (i.e., primary and lower secondary level). The analysis is made…

Perspectives on the Origins of Life in Science Textbooks from a Christian Publisher: Implications for Teaching Science

ERIC Educational Resources Information Center

Santos Baptista, Geilsa Costa; da Silva Santos, Rodrigo; Cobern, William W.

2016-01-01

This paper presents the results of research regarding approaches to the origin of life featured in science textbooks produced by an Evangelical publisher. The research nature was qualitative with document analysis and an interpretive framework based on Epistemological Pluralism. Overall, the results indicate that there are four perspectives on the…

[Characteristics of acupuncture textbooks on editing mode and content in the Republic of China].

PubMed

Zhao, Jing; Zhang, Shujian

2017-09-12

Sixty-seven textbooks in the Republic of China have been collected and divided into three stages according to their editing modes, named the early stage (1912-1927), the middle stage (1928-1939) and the late stage (1940-1949). The traditional teaching material of acupuncture was predominated at the early stage in the textbook compilation; meanwhile the editing mode was simple, and the content of it focuses on meridians, collaterals and acupoints and the modern scientific theories have been preliminarily introduced. The textbooks at the middle stage were edited as two modes, "western medicine+acupuncture" and "general introduction→meridian points→manipulation (techniques of acupuncture and moxibustion)→treatment". The knowledge in anatomy, physiology and pathology of western medicine has been involved in content, giving the great consideration to the clinical practicability. However, a part of textbooks still followed the traditional theory of acupuncture at the middle stage. At the late stage, the textbooks were edited align with "acupuncture science, moxibustion science, meridian point science and treatment science"; or in supplementation of the "diagnosis" on the base of "general introduction→ meridian points→techniques of acupuncture→treatment", or edited as "general introduction→points→treatment". The compilation of the textbooks at this stage not only followed but also improved the integration of western and Chinese medicine as that at the middle stage, which turned to be more scientific. Additionally, in the teaching content, the acupoint was much more considerable as compared with pulse and the section of diagnosis has been involved. As a result, a framework of acupuncture discipline has been established preliminarily by taking acupuncture technique, moxibustion technique, acupoints and treatment as the core. The development of the editing mode and content of textbooks played a great impact on the unified compilation of the acupuncture textbooks after the foundation of China.

Biology School Textbooks and Their Role for Students' Success in Learning Sciences

ERIC Educational Resources Information Center

Pop-Pacurar, Irina; Ciascai, Liliana

2010-01-01

What is the quality of the Romanian biology textbooks? The article gives answers to this question by watching the evolution of a textbook and by suggesting an exercise for analyzing and assessing the alternative biology textbooks. The opportunity of this analysis has been offered to students, future teachers of biology, around the time when they…

It's a Small World after All: From Stereotypes to Invented Worlds in Secondary School Spanish Textbooks

ERIC Educational Resources Information Center

Herman, Deborah M.

2007-01-01

The history of textbooks is a history of contested territory. Science and history textbooks for K-12 students are particularly vulnerable to protests from various constituencies. What is the history of potentially controversial, sociopolitical material in Spanish language textbooks? Are today's students presented with a nuanced and complex vision…

An Analysis of the Effectiveness of Analogy Use in College-Level Biochemistry Textbooks

ERIC Educational Resources Information Center

Orgill, MaryKay; Bodner, George M.

2006-01-01

Science instructors and textbook authors often use analogies to help their students use information they already understand to develop an understanding of new concepts. This study reports the results of an analysis of the use of analogies in eight biochemistry textbooks, which included textbooks written for one-semester survey biochemistry courses…

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science

NASA Astrophysics Data System (ADS)

Sugalan, Anacita Noromor

One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi experimental study examined the science achievement scores between schools that use textbooks and labs when delivering instruction. This study utilized a quantitative approach using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas. Analysis of covariance showed that classes that used high labs got higher science scores and that the reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth- grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement.

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Incorporating Formative Assessment and Science Content into Elementary Science Methods--A Case Study

ERIC Educational Resources Information Center

Brower, Derek John

2012-01-01

Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited…

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

ERIC Educational Resources Information Center

Park, Mira; Park, Do-Yong; Lee, Robert E.

2009-01-01

The purpose of this study is to investigate in what ways the inquiry task of teaching and learning in earth science textbooks reflect the unique characteristics of earth science inquiry methodology, and how it provides students with opportunities to develop their scientific reasoning skills. This study analyzes a number of inquiry activities in…

Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram

ERIC Educational Resources Information Center

van Eijck, Michiel; Goedhart, Martin J.; Ellermeijer, Ton

2011-01-01

Polysemy in graph-related practices is the phenomenon that a single graph can sustain different meanings assigned to it. Considerable research has been done on polysemy in graph-related practices in school science in which graphs are rather used as scientific tools. However, graphs in science textbooks are also used rather pedagogically to…

Ramon Guiteras: founder of the American Urological Association, surgeon, sportsman and statesman.

PubMed

Crane, Genevieve M; Bloom, David A

2010-08-01

We conducted an extensive search to learn more about Ramon Guiteras, the founder of the American Urological Association. Scientific publications, newspaper articles, and historical documents and texts were reviewed. Institutions and organizations of which Ramon Guiteras was a member were contacted. Guiteras' career peaked at the turn of the century, just as genitourinary surgery was emerging as an independent field. The American Urological Association began as an organization of the members of Guiteras' clinic with the dream of becoming an inclusive organization for the benefit of all ethical physicians with an interest in the urinary sciences. Guiteras contributed to advances in urological treatments, including improving and helping to bring a method of suprapubic prostatectomy to worldwide attention. He authored numerous scientific articles and a comprehensive, fully illustrated, 2-volume textbook that was widely translated. He pursued adventure through travel and sport, and participated in missions to Cuba and France during President Wilson's term of office. Ramon Guiteras died at age 59 years but his legacy lives on through the American Urological Association, a detailed textbook, contributions to urological instruments and techniques, and a vibrant elementary school in Bristol, Rhode Island that bears his name. Copyright (c) 2010 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Out of Print

ERIC Educational Resources Information Center

Waters, John K.

2007-01-01

When Anita Givens, who serves the Texas Education Agency (TEA) as the senior director for instructional materials and educational technology, first began teaching elementary school students to use computers back in the mid-1980s, there were few digital learning materials available and little demand for electronic textbooks. In fact, parents and…

Textbooks and the American Indian.

ERIC Educational Resources Information Center

Costo, Rupert, Ed.

An independent Indian publishing house has been formed to provide classroom instructional materials which deal accurately with the history, culture, and role of the American Indian. This book is a preliminary statement in that publishing program. General criteria, valid for instructional materials from elementary through high school, are applied…

Dual Treatments as Starting Point for Integrative Perceptions in Teaching Mathematics

ERIC Educational Resources Information Center

Kërënxhi, Svjetllana; Gjoci, Pranvera

2015-01-01

In this paper, we recommend mathematical teaching through dual treatments. The dual treatments notion, classified in dual interpretations, dual analyses, dual solutions, and dual formulations, is explained through concrete examples taken from mathematical textbooks of elementary education. Dual treatments provide opportunities for creating…

Rights-Based Education and Conflict: A Cross-National Study of Rights Discourse in Textbooks

ERIC Educational Resources Information Center

Russell, Susan Garnett; Tiplic, Dijana

2014-01-01

This paper investigates the extent to which rights-based education is utilised in textbooks from conflict-affected countries. Drawing on a unique dataset of 528 secondary social science textbooks from 71 countries from 1966 to 2008, we analyse factors that predict a rights discourse in texts. We find that textbooks from conflict-affected nations…

Establishing and Applying Literature-Based Criteria for Effective Communication of Science to Novices via Introductory Geology Textbooks

ERIC Educational Resources Information Center

Kortz, Karen M.; Grenga, Andrea M.; Smay, Jessica J.

2017-01-01

Textbooks are widely used in higher education by instructors and students. Therefore, it is useful to examine how textbooks present information because textbook design impacts how well students learn from them. This study has two parts. First, within the framework of the cognitive load and dual-coding theories, a set of recommendations based on…

Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

ERIC Educational Resources Information Center

Atchison, Amy L.

2017-01-01

Textbook content is a powerful indicator of what is and is not considered important in a given discipline. Textbooks shape both curriculum and students' thinking about a subject. The extant literature indicates that gender is not well represented in American government textbooks, thus signaling to students that women and gender are not part of the…

An Evaluation of Integrated Curriculum as It Exists in Mathematics and Science SSS as Well as the Subsequent Supportive Presentation of Those Standards in Eighth Grade Mathematics and Science Textbooks

ERIC Educational Resources Information Center

Gill, Clara Joanne Schneberger

2010-01-01

This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and…

The Textbook of the Future: What Will It Look Like?

NASA Astrophysics Data System (ADS)

Shipman, Harry L.; Finkelstein, N.; McCray, D.; Mac Low, M.; Zollman, D.

2006-12-01

In May 2006, a group of scientists, publishers, technology gurus, National Science Foundation officers, and other interested parties met for a few days to think collectively about the future of the textbook. We met because: -The Web and search engines like Google change the relationship between students and information. If the textbook no longer needs to be encyclopedic, then what is its role? --Knowing information is not enough. Our students, whether they follow academic or other careers, will need to know how to get information, evaluate it, and use it to solve real world problems. How can a textbook help students in these environments? --The static, comprehensive narrative of a textbook does not always lend itself well to inquiry learning, which is strongly encouraged by science education research and by national science k-12 education standards. How can textbooks support active, student-centered learning and support new faculty as they adopt it? The workshop generated partial and uncertain answers to these questions, providing some ideas for the future, though not a complete roadmap. A metaphor that generated considerable support among the group was the idea of a textbook as a compact travel guide, like the Lonely Planet guides. It should be adaptable, and thus web-based, but it might still exist in paper form. The participants discussed barriers on the path ahead. How will peer review, which many workshop participants value, be incorporated? What incentives could motivate textbook authors and publishers to produce truly innovative products? How will new technologies such as computer simulations & animations, electronic readers, and widely accessible databases reshape the role of the textbook in education? Many workshop participants including this paper’s authors acknowledge support from the NSF Distinguished Teaching Scholars Program and the NSF CAREER awards program.

Popular Science: Introductory Physics Textbooks for Home Economics Students

NASA Astrophysics Data System (ADS)

Behrman, Joanna

2014-03-01

For many decades now there has been an ongoing debate about the way and extent to which physics ought to be popularized by appealing to a student's every day experience. Part of this debate has focused on how textbooks, a major factor shaping students' education, ought to be written and presented. I examine the background, passages, and problems of two examples drawn from the special genre of ``Household Physics'' textbooks which were published largely between 1910 and 1940. The pedagogy of applying or relating physics to the everyday experience engenders values defining how and by whom science is to be applied. These books are particularly evocative, as well, of the extent to which gender can be tied to differing everyday experiences and the consequences therefore of using experiential examples. Using popular science textbooks can alienate students by drawing an implicit division between the reader and the practicing scientist.

Released Textbooks, Films and Other Teaching Materials.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Some course and curriculum improvement projects funded by the National Science Foundation have produced definitive editions of textbooks, other printed materials, and instructional films. This bulletin lists materials available in 1968 through commercial or college and university sources. The publications include textbooks, laboratory guides,…

Teaching Expository Text Structures

ERIC Educational Resources Information Center

Montelongo, Jose; Berber-Jimenez, Lola; Hernandez, Anita C.; Hosking, David

2006-01-01

Many students enter high school unskilled in the art of reading to learn from science textbooks. Even students who can read full-length novels often find science books difficult to read because students have relatively little practice with the various types of expository text structures used by such textbooks (Armbruster, 1991). Expository text…

Students' Comprehension of Science Textbooks Using a Question-Based Reading Strategy

ERIC Educational Resources Information Center

Smith, Betty Lou; Holliday, William G.; Austin, Homer W.

2010-01-01

Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory,…

Earth Science, Grade 8. Part 2. Curriculum Bulletin Number 81CBM63.

ERIC Educational Resources Information Center

Stafford, Alva R.

This curriculum guide is designed for use with the Charles E. Merrill textbook "Focus on Earth Science" and with the laboratory manual, teaching guide, and student review and reinforcement guide which accompany the textbook. Suggested time allotment, major concepts, instructional objectives, assessment items, available materials (such as…

Earth Science, Grade 8. Part 1. Curriculum Bulletin Number 81CBM58.

ERIC Educational Resources Information Center

Stafford, Alva R.

This curriculum guide is designed for use with the Charles E. Merrill textbook "Focus on Earth Science" and with the laboratory manual, teaching guide, and student review and reinforcement guide which accompany the textbook. Suggested time allotment, major concepts, instructional objectives, assessment items, available materials (such as…

The Construction of Pro-Science and Technology Discourse in Chinese Language Textbooks

ERIC Educational Resources Information Center

Liu, Yongbing

2005-01-01

This paper examines the pro-science and technology discourse constructed in Chinese language textbooks currently used for primary school students nationwide in China. By applying analytical techniques of critical discourse analysis (CDA), the paper critically investigates how the discourse is constructed and what ideological forces are manifested…

"We Are Textbook 'Badnekais'!": A Bernsteinian Analysis of Textbook Culture in Science Classrooms

ERIC Educational Resources Information Center

Vijaysimha, Indira

2013-01-01

This article is an empirical study of science teaching practices using a Bernsteinian framework. It provides a comparative analysis through ethnographic examination of pedagogic recontextualisation in different school types--government, private unaided and international. Bernstein drew attention to the process of pedagogic recontextualisation and…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

ERIC Educational Resources Information Center

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Nature of Science as Portrayed in the Middle School Science and Technology Curriculum: The Case of Turkey

ERIC Educational Resources Information Center

Izci, Kemal

2017-01-01

Representation of nature of science (NOS) within curricula including standards, grade level expectations, and textbooks and their alignment with each other to achieve teaching NOS is crucial. Thus, the aims of the study were to a) assess how NOS is portrayed in standards, grade level expectations and a teacher edition of seventh grade textbook of…

Temperature in Science Textbooks: Changes and Trends in Cross-National Perspective (1950-2000)

ERIC Educational Resources Information Center

Radtka, Catherine

2013-01-01

This study explores the way the concept of temperature was presented in lower-secondary science textbooks in France, Poland and England at the end of the 1950s and in the 2000s. I draw on history of science, history of education and book history to analyze different treatments of an apparently-similar scientific concept with regard to national…

The Discovery of Subatomic Particles Revised Edition

NASA Astrophysics Data System (ADS)

Weinberg, Steven

2003-09-01

This commentary on the discovery of the atom's constituents provides an historical account of key events in the physics of the twentieth century that led to the discoveries of the electron, proton and neutron. Steven Weinberg introduces the fundamentals of classical physics that played crucial roles in these discoveries. Connections are shown throughout the book between the historic discoveries of subatomic particles and contemporary research at the frontiers of physics, including the most current discoveries of new elementary particles. Steven Weinberg was Higgins Professor of Physics at Harvard before moving to The University of Texas at Austin, where he founded its Theory Group. At Texas he holds the Josey Regental Chair of Science and is a member of the Physics and Astronomy Departments. His research has spanned a broad range of topics in quantum field theory, elementary particle physics, and cosmology, and has been honored with numerous awards, including the Nobel Prize in Physics, the National Medal of Science, the Heinemann Prize in Mathematical Physics, the Cresson Medal of the Franklin Institute, the Madison Medal of Princeton University, and the Oppenheimer Prize. In addition to the well-known treatise, Gravitation and Cosmololgy, he has written several books for general readers, including the prize-winning The First Three Minutes (now translated into 22 foreign languages), and most recently Dreams of a Final Theory (Pantheon Books, 1993). He has also written a textbook The Quantum Theory of Fields, Vol.I, Vol. II, and Vol. III (Cambridge).

Attitudes of pre-service elementary teachers towards science: A cross-national study between the United States of America and Turkey

NASA Astrophysics Data System (ADS)

Buldu, Nihal

Preservice elementary teachers' attitudes toward science have been the subject of investigation by science educators for decades. Many of the recent attempts pertaining to preservice elementary teachers by science educators have focused on the effects of science method courses on the attitudes and relationships between attitudes and other variables. The research literature lacks studies that compare attitudes of preservice elementary teachers toward science across two or more nations. The current study investigated the attitudes of preservice elementary teachers toward science in the U.S. and Turkey in order to see if there is a difference between the U.S. and Turkish preservice elementary teachers' attitudes toward science, and to investigate whether variables such as gender and the grade the preservice teachers wish to teach make a difference in preservice elementary teachers' attitudes towards science. The sample consisted of 1144 preservice elementary teachers. Of the 1144 preservice elementary teachers for whom complete information is available, it is known that 371 preservice elementary teachers were from the U.S. and 773 were from Turkey. The attitudes of preservice elementary teachers in the U.S. and Turkey were assessed by the data gathered using Turkish and American Preservice Elementary Teachers Attitude Scale (TAPETAS). This scale is a revised version of the Modified Fennema Sherman Attitude Scale (Doepken, Lawsky, and Padwa, 1999). Results of the current study indicated that both U.S. and Turkish preservice elementary teachers had positive attitudes toward science. However, U.S. preservice elementary teachers had more confidence in science. They found science more useful than their Turkish peers. They had more positive attitudes towards their previous science teachers and were less likely to stereotype science as a male domain. There were not any significant differences between the U.S. preservice elementary teachers due to gender and the grade they wanted to teach. There were significant differences between the Turkish preservice teachers due to gender. Discussion of the findings, implications of the study and recommendations for further research were presented.

THE TEACHING OF PHYSICS.

ERIC Educational Resources Information Center

WARREN, J. W.

MANY IDEAS TAUGHT IN ELEMENTARY PHYSICS TODAY ARE EITHER FALSE IN FACT OR ABSURD IN LOGIC, AND HAVING BEEN CARRIED ALONG BY TRADITIONAL PRACTICE, THESE ERRORS AND MISCONCEPTIONS CONTINUE TO BE PROMULGATED. MANY MISCONCEPTIONS AND ERRORS COMMONLY FOUND IN CURRENT TEXTBOOKS ARE EXAMINED. AREAS DEALT WITH ARE (1) FORCES, (2) GRAVITATION, (3) ENERGY,…

Children Learn Spurious Associations in Their Math Textbooks: Examples from Fraction Arithmetic

ERIC Educational Resources Information Center

Braithwaite, David W.; Siegler, Robert S.

2018-01-01

Fraction arithmetic is among the most important and difficult topics children encounter in elementary and middle school mathematics. Braithwaite, Pyke, and Siegler (2017) hypothesized that difficulties learning fraction arithmetic often reflect reliance on associative knowledge--rather than understanding of mathematical concepts and procedures--to…

The Joe Joe Series: A Culturally Responsive Resource

ERIC Educational Resources Information Center

Boyd, Nichelle C.; Hill-Clarke, Kantaylieniere

2004-01-01

In the elementary classroom, teachers often introduce new units through the use of trade books. Children's literature, the best of which brings social studies content to life, is usually more engaging than textbook prose. Children's literature that shares the experiences, contributions, and perspectives of various cultural groups achieves several…

U.S. Educational Forecast: Enrollments and Expenditures 1978-1982. First Edition.

ERIC Educational Resources Information Center

Marcovich, Stephen

This report forecasts U.S. public school enrollments and instructional and operations expenditures by state for each year from 1978 to 1982. Enrollment predictions are for preprimary and kindergarten, elementary, secondary, special education, and ungraded classes. Instructional expenditures include textbooks and workbooks, library materials,…

Senda: Lectura 4 (Senda: Reader 4).

ERIC Educational Resources Information Center

Peniche Leger, Maria Elena, Ed.

This textbook, the fourth in a series of six, is designed to give the intermediate elementary school student continued practice in reading Spanish. It contains some 30 sections with passages of increasing degrees of difficulty. Colored illustrations are included. In this volume, Quetzalcoatl, god of the winds, conducts a group of children to…

ENGLEWOOD PUBLIC SCHOOLS ELEMENTARY READING GUIDE.

ERIC Educational Resources Information Center

TROUT, JOHN; AND OTHERS

THE READING GUIDE OF THE ENGLEWOOD PUBLIC SCHOOLS, NEW JERSEY, EMPHASIZES INDIVIDUALIZED INSTRUCTION. TEACHERS ARE URGED TO BE LESS CONCERNED WITH TEXTBOOK MATERIAL AND MORE CONCERNED WITH PUPIL ABILITY. THE FOLLOWING THREE PREMISES GUIDE THE READING PROGRAM--(1) GRADE PLACEMENTS ARE NO LONGER AN ADEQUATE BASIS FOR STRUCTURING THE READING PROGRAM.…

Eduquemos con Musica (Let's Educate with Music).

ERIC Educational Resources Information Center

Leiva, Raquel Ojeda

This elementary and preschool music textbook is designed to reflect Latin America and Caribbean Island cultures and to be useful in both school classrooms and in teacher training courses. Short, easy to learn songs, illustrated pages, and 10 musical games are combined to teach musical forms, rhythm, auditory discrimination, language usage, motor…

Throwing the Book at Elementary Chemistry.

ERIC Educational Resources Information Center

Pauling, Linus

1983-01-01

Several examples of misinformation and advanced topics included in current chemistry textbooks are provided. Suggests that since these books tend to be too long, too advanced, and too heavy, revisions should be shorter and less costly, with confusing aspects of chemistry (such as molecular-orbital theory) left out completely. (JN)

Women in Colonial and Revolutionary America.

ERIC Educational Resources Information Center

Eisenberg, Bonnie; And Others

Designed as a supplemental teaching tool for upper elementary and middle school use, this unit contains information on the circumstances under which women of various cultures lived in the United States during the colonial and revolutionary periods and presents a perspective that is seldom included in textbooks. The unit includes biographies of ten…

SKILL DEVELOPMENT THROUGH GAMES AND RHYTHMIC ACTIVITIES.

ERIC Educational Resources Information Center

NAGEL, CHARLES; MOORE, FREDRICKA

A DISCUSSION OF THE OVERALL OBJECTIVES OF PHYSICAL ACTIVITIES IN THE ELEMENTARY SCHOOL, THE PURPOSES OF DEVELOPING MOVEMENT SKILLS IN GAMES AND RHYTHMS, AND THE ROLE OF THE TEACHER IN PHYSICAL EDUCATION COMPRISES THE INTRODUCTORY CHAPTER OF THIS TEXTBOOK FOR BEGINNING PHYSICAL EDUCATION TEACHERS. SUCCEEDING CHAPTERS ARE CONCERNED WITH FIVE…

NCLB Heads Down Alice's Rabbit Hole

ERIC Educational Resources Information Center

Starnes, Bobby Ann

2005-01-01

This article describes one unconventional elementary school teacher's frustrations with colleagues doubting her competence, intelligence, and sense of purpose as a teacher. In her classroom, she never used textbooks or had a teacher's desk. There were no contests, gold stars, or redbird reading groups. There were no school-supply decorations,…

Pick a Number ... Any Number?

ERIC Educational Resources Information Center

Simons, Jacob V., Jr.; Price, Barbara A.

2005-01-01

A recent classroom revelation caused us to reconsider the adequacy of the instructions offered in our textbooks for one of our most elementary quantitative methods. Specifically, we found that many students were mystified concerning how to pick an initial objective function value when plotting an isoprofit line in order to graphically solve a…

A Note on Hamiltonian Graphs

ERIC Educational Resources Information Center

Skurnick, Ronald; Davi, Charles; Skurnick, Mia

2005-01-01

Since 1952, several well-known graph theorists have proven numerous results regarding Hamiltonian graphs. In fact, many elementary graph theory textbooks contain the theorems of Ore, Bondy and Chvatal, Chvatal and Erdos, Posa, and Dirac, to name a few. In this note, the authors state and prove some propositions of their own concerning Hamiltonian…

English Grammar in School Textbooks: A Critical Survey.

ERIC Educational Resources Information Center

Collis, Peter; Hollo, Carmella; Mar, Juliet

1997-01-01

Reports findings from a critical analysis of English grammar books and language books with grammar content used in New South Wales (Australia) elementary and secondary schools. Books surveyed showed a low level of awareness of developments in contemporary linguistics, particularly the structural approach to grammar instruction. (Author/MSE)

Teaching for Historical Literacy

ERIC Educational Resources Information Center

Goudvis, Anne; Harvey, Stephanie

2012-01-01

Just as people focused on education in the United States call for more content-rich curriculums, elementary schools in many areas have squeezed history and social studies out of their school day. When social studies is taught, it's often characterized by overreliance on a textbook and "covering" isolated facts; extended, engaged reading…

Senda: Lectura 6 (Senda: Reader 6).

ERIC Educational Resources Information Center

Peniche Leger, Maria Elena, Ed.

This textbook, the sixth in a series of six, is designed to give the advanced elementary school student continued practice in reading Spanish. It contains some 30 sections with passages of increasing degrees of difficulty. Illustrations are included. The text includes selections from authors such as Inca Garcilaso de la Vega, Melville, Santos…

Planning Physical Education and Athletic Facilities in Schools.

ERIC Educational Resources Information Center

Penman, Kenneth A.

This book is primarily designed for a course in planning physical education and athletic facilities and as a supplementary textbook for administration courses. It illustrates the skills necessary for designing and planning facilities, stresses the need for effective communication between planners and users, and covers elementary through college…

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

NASA Astrophysics Data System (ADS)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Transforming "Ecosystem" from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

NASA Astrophysics Data System (ADS)

Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George

2017-04-01

This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we describe four epistemological problems associated with how the concept of "ecosystem" is elaborated within ecological science and we examine how each problem is reproduced in the biology textbook utilized by Greek students in the 12th grade and the resulting teacher and student misunderstandings that may occur. Our research demonstrates that the authors of the textbook address these problems by appealing simultaneously to holistic and reductionist ideas. This results in a meaningless and confused depiction of "ecosystem" and may provoke many serious misconceptions on the part of textbook users, for example, that an ecosystem is a system that can be applied to every set of interrelated ecological objects irrespective of the organizational level to which these entities belong or how these entities are related to each other. The implications of these phenomena for science education research are discussed from a perspective that stresses the role of background assumptions in the understanding of declarative knowledge.

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

NASA Astrophysics Data System (ADS)

Morris, Helen

2014-05-01

The inclusion of socioscientific issues (SSIs) in the science curriculum is a well-established trend internationally. Apart from claims about its innate value, one of the rationales for this approach is its potential for helping to counter declining interest and participation. SSIs involve the use of science and are of interest to society, also raising ethical and moral dilemmas. Introducing such problems presents a significant and usually cross-disciplinary challenge to curriculum developers and teachers. The aim of this paper is to examine how this challenge has been met when judged against contemporary views of the issues concerned. It first explores how SSIs have been interpreted in an important and innovative science course for students aged 14-16 in England, entitled Twenty First Century Science. This paper analyses the Twenty First Century Science textbooks, focusing in detail on two SSIs, reproductive genetic technology and climate change. For each of these issues, the key ideas present in the social science literature surrounding the problems are outlined. This review is then used as an analytical framework to examine how the issues are presented in the textbooks. It is argued in this paper that the perspectives the textbooks take on these issues largely do not include perspectives from social science disciplines. It goes on to suggest that the development of future SSI-based curricula needs to take account of these wider, often interdisciplinary, perspectives.

A study of students' motivation using the augmented reality science textbook

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Science plays a major role in assisting Malaysia to achieve the developed nation status by 2020. However, over a few decades, Malaysia is facing a downward trend in the number of students pursuing careers and higher education in science related fields. Since school is the first platform where students learn science, a new learning approach needs to be introduced to motivate them towards science learning. The aim of this study is to determine whether the intervention of the enhanced science textbook using augmented reality contributes to the learning process of lower secondary school students in science. The study was carried out among a sample of 70 lower secondary school students. Pearson Correlation and Regression analyses were used to determine the effects of ease of use, engaging, enjoyment and fun on students' motivation in using the augmented reality science textbook for science learning. The results provide empirical support for the positive and statistically significant relationship between engaging, enjoyment and fun and students' motivation for science learning. However, Ease of use is not significant but positively correlated to Motivation.

How static media is understood and used by high school science teachers

NASA Astrophysics Data System (ADS)

Hirata, Miguel

The purpose of the present study is to explore the role of static media in textbooks, as defined by Mayer (2001) in the form of printed images and text, and how these media are viewed and used by high school science teachers. Textbooks appeared in the United States in the late 1800s, and since then pictorial aids have been used extensively in them to support the teacher's work in the classroom (Giordano, 2003). According to Woodward, Elliott, and Nagel (1988/2013) the research on textbooks prior to the 1970s doesn't present relevant work related to the curricular role and the quality and instructional design of textbooks. Since then there has been abundant research, specially on the use of visual images in textbooks that has been approached from: (a) the text/image ratio (Evans, Watson, & Willows, 1987; Levin & Mayer, 1993; Mayer, 1993; Woodward, 1993), and (b) the instructional effectiveness of images (Woodward, 1993). The theoretical framework for this study comes from multimedia learning (Mayer, 2001), information design (Pettersson, 2002), and visual literacy (Moore & Dwyer, 1994). Data was collected through in-depth interviews of three high school science teachers and the graphic analyses of three textbooks used by the interviewed teachers. The interview data were compared through an analytic model developed from the literature, and the graphic analyses were performed using Mayer's multimedia learning principles (Mayer, 2001) and the Graphic Analysis Protocol (GAP) (Slough & McTigue, 2013). The conclusions of this study are: (1) pictures are specially useful for teaching science because science is a difficult subject to teach, (2) due this difficulty, pictures are very important to make the class dynamic and avoid students distraction, (3) static and dynamic media when used together can be more effective, (4) some specific type of graphics were found in the science textbooks used by the participants, in this case they were naturalistic drawings, stylized drawings, scale diagram, flow chart - cycle, flow chart - sequence, and hybrids, no photographs were found, (5) graphics can be related not only to the general text but specifically to the captions, (6) the textbooks analyzed had a balanced proportion of text and graphics, and (7) to facilitate the text-graphics relationship the spatial contiguity of both elements is key to their semantic integration.

Elementary Science Literature Review

ERIC Educational Resources Information Center

Gustafson, Brenda; MacDonald, Dougal; d'Entremont, Yvette

2007-01-01

This report presents a literature review of elementary science and design technology education research. The review is intended to provide direction to the elementary science working groups charged with the responsibility to revise the "Alberta Elementary Science Program" (1996) by reflecting current ideas reported in research…

A Consumer's Guide to Biology Textbooks 1985.

ERIC Educational Resources Information Center

Moyer, Wayne A.; Mayer, William V.

Presented are critical reviews of 18 biology textbooks submitted for consideration by the Texas State Board of Education during 1984. These reviews are provided in three categories: (1) general biology textbooks: "Biology and Human Progress"--Prentice Hall; "Scott, Foresman Life Science"--Scott, Foresman; "Living Things"--Holt, Rinehart, and…

Investigating the Self-Perceived Science Teaching Needs of Local Elementary Educators

NASA Astrophysics Data System (ADS)

Carver, Cynthia G.

Elementary teachers in one school system have expressed low self-efficacy teaching science and desire more support teaching science. However, little research has been conducted on how best to meet these teachers' needs. The theories of perceived self-efficacy, social cognition, and behaviorism make up the conceptual framework of this study. The focus of this qualitative project study was on the needs of local elementary educators. These teachers were asked what they felt they needed most to be more effective science educators. The methodology of phenomenology was used in this study in which local elementary teachers were questioned in focus groups regarding their own science teaching efficacy and perceived needs. Using inductive analysis, data were coded for links to discussion questions as well as any additional patterns that emerged. Findings indicated that local elementary teachers desire improved communication among administrators and teachers as well as better science content support and training. Focus group participants agreed that teacher self-efficacy affects the time spent, effort toward, and quality of elementary science education. Using the results of the study, a science mentor program was developed to support the needs of elementary teachers and increase teacher self-efficacy, thus improving local elementary science education. Implications for positive social change include the development and support of elementary science programs in other school systems with the goal of improving science education for elementary students.

Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

2013-01-01

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

The extent of evidence-based information about child maltreatment fatalities in social science textbooks.

PubMed

Douglas, Emily M; Serino, Patricia J

2013-10-01

Previous research has established that child welfare workers lack important information about child maltreatment fatalities and risk factors leading to death. Further, training has not been associated with improvements in knowledge. The authors assessed the presence of evidence-based information about child maltreatment fatalities and risk factors for death in 24 social science textbooks about child abuse and neglect or child welfare. The results indicate that basic information, such as definitions and incidence rates of child maltreatment fatalities are routinely included in social science textbooks, but information about child, parent, and household risk factors are not, and that inaccurate information is often included. Implications of the findings are discussed.

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

ERIC Educational Resources Information Center

Avery, Leanne M.; Meyer, Daniel Z.

2012-01-01

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

Looking back and moving forward: A mixed methods study of elementary science teacher preparation

NASA Astrophysics Data System (ADS)

Hulings, Melissa

This study sought to understand how science learning experiences, and their potential influence, had on preservice elementary teachers' self-efficacy and perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved the collection of quantitative data and then the collection of more in-depth qualitative data. In the first phase, the quantitative data included the Draw-a-Science-Teacher-Test Checklist (DASTT-C) and the Science Teaching Efficacy Belief Instrument (STEBI-B) of preservice elementary teachers (n = 69). Findings from this phase indicated preservice elementary teachers had a higher level of belief in their abilities to teach science (PSTE subscale) than to affect student outcomes in science (STOE subscale). However, the STOE was not found to be a reliable measure for this group of preservice elementary teachers and was not included in any further analysis. Findings from the DASTT-C images indicated the majority of these drawings could not be classified as student-centered. In the second phase of this study, the researcher explored selected science autobiographies written by these same preservice elementary teachers (n = 19), based on extremely high or low scores on the PSTE subscale and DASTT-C. Analysis of the science autobiographies revealed commonalities and differences. Commonalities included (a) the difficulty in remembering science from elementary school; (b) a mixture of positive and negative experiences in secondary school and college science classes; (c) the descriptions of good science days and good science teachers; and (d) the descriptions of bad science days and bad science teachers. Differences included (a) the people who influenced their attitudes toward science; (b) the types of experiences, when remembered, from elementary school; and (c) visions of their future classrooms. Based on these findings, these preservice elementary teachers used their past experiences with science as a foundation for how they perceived science and its instruction in the elementary classroom. Overall, it appears preservice elementary teachers have a desire to make the elementary experience a positive one for their future students.

Evaluation of Chemical Representations in Physical Chemistry Textbooks

ERIC Educational Resources Information Center

Nyachwaya, James M.; Wood, Nathan B.

2014-01-01

That different levels of representation are important for complete understanding of chemistry is an accepted fact in the chemistry education community. This study sought to uncover types of representations used in given physical chemistry textbooks. Textbooks play a central role in the teaching and learning of science (chemistry), and in some…

An Analysis of Global Problem Issues in Sixth- and Seventh-Grade Textbooks.

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

1989-01-01

Examined are the global issues of population growth, world hunger, air quality and atmosphere, and water resources in 10 middle school science textbooks. Less than two percent of text pages were devoted to these issues and no significant differences were found between textbook series. (Author/YP)

How Texas Rewrote Your Textbooks.

ERIC Educational Resources Information Center

Moyer, Wayne A.

1985-01-01

Reviews issues and events related to adopting high school biology textbooks in Texas. Specific reference is given to the viewpoints of Mel and Norma Gabler. It is argued that factors controlling textbook content should not result from past market forces, but from a permanent science constituency and an informed public. (DH)

Presentation of Atomic Structure in Turkish General Chemistry Textbooks

ERIC Educational Resources Information Center

Niaz, Mansoor; Costu, Bayram

2009-01-01

Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general chemistry textbooks published in Turkey based on the eight criteria developed in previous research. Criteria used referred to the atomic models of…

Paradigms in epidemiology textbooks: in the footsteps of Thomas Kuhn.

PubMed Central

Bhopal, R

1999-01-01

This article attempts to contribute to the debate on the future of epidemiology by combining Thomas Kuhn's ideas on scientific paradigms with the author's observations on some epidemiology textbooks. The author's interpretations were based on his readings of Kuhn's The Structure of Scientific Revolutions, epidemiology textbooks, and papers on the future of epidemiology. Thomas Kuhn's view is that sciences mostly work with a single paradigm driven by exemplars of successful work, and that proposals for paradigm change are resisted. Sciences that are maturing or changing do not have a dominant paradigm. Epidemiology textbooks showed diversity in their concepts, content, and approach. Most exemplars related to etiologic research rather than public health practice. One key focus of the recent controversy regarding the role of epidemiology has been the increasing inability of epidemiology to solve socially based public health problems. Kuhn's views help explain the polarization of views expressed. Kuhn's philosophy of science offers insights into controversies such as whether a paradigm shift is needed or imminent and the gap between epidemiology and public health practice. Interaction between science philosophers, epidemiologists, and public health practitioners may be valuable. PMID:10432899

A Comprehensive Climate Science and Solutions Education Curriculum

NASA Astrophysics Data System (ADS)

Byrne, J. M.; Cook, J.; Little, L. J.; Peacock, K.; Sinclair, P.; Zeller, C.

2016-12-01

We are creating a broadly based curriculum for a multidisciplinary University/College course on climate change science and solutions. Climate change is a critical topic for all members of society and certainly for all students in postsecondary education. The curriculum will feature a wide range of topic presentations on the (i) science of climate change; and (ii) multidisciplinary solutions to climate change challenges. The end result will be an online textbook featuring short contributions from session participants and other invited specialists. First authors in this AGU Education Session will provide a 20-minute comprehensive lecture that will be recorded and shared as part of the online textbook. The recorded talks will be merged with author provided PowerPoint slides and appropriate high definition video footage to support the discussion, where possible. Authors will be asked to sign a waiver allowing the video recording to be part of the online textbook. Access to the videos and textbook chapters will be provided online to students registered in recognized university classes on climate change science and solutions for a modest fee.

Paradigms in epidemiology textbooks: in the footsteps of Thomas Kuhn.

PubMed

Bhopal, R

1999-08-01

This article attempts to contribute to the debate on the future of epidemiology by combining Thomas Kuhn's ideas on scientific paradigms with the author's observations on some epidemiology textbooks. The author's interpretations were based on his readings of Kuhn's The Structure of Scientific Revolutions, epidemiology textbooks, and papers on the future of epidemiology. Thomas Kuhn's view is that sciences mostly work with a single paradigm driven by exemplars of successful work, and that proposals for paradigm change are resisted. Sciences that are maturing or changing do not have a dominant paradigm. Epidemiology textbooks showed diversity in their concepts, content, and approach. Most exemplars related to etiologic research rather than public health practice. One key focus of the recent controversy regarding the role of epidemiology has been the increasing inability of epidemiology to solve socially based public health problems. Kuhn's views help explain the polarization of views expressed. Kuhn's philosophy of science offers insights into controversies such as whether a paradigm shift is needed or imminent and the gap between epidemiology and public health practice. Interaction between science philosophers, epidemiologists, and public health practitioners may be valuable.

Theme network in thematic learning in elementary school

NASA Astrophysics Data System (ADS)

Ain, N.; Rahutami, R.

2018-05-01

This research aimed at developing a network of a theme in the textbook. The method used is evaluation and development method. The source of this research data is textbook of class IV with the theme of “Care for Living Creatures” and sub-theme "Lets Love Our Environment”. The results show that there is a discrepancy between basic competence and sub-themes. Such disagreement is due to an inadequacy of basic competencies with sub-themes, and the choice of basic competencies of less appropriate to sub-themes. The results of this study can be used to developing theme network on other sub-themes as well as on other levels.

Astronomy textbook images: do they really help students?

NASA Astrophysics Data System (ADS)

Testa, Italo; Leccia, Silvio; Puddu, Emanuella

2014-05-01

In this paper we present a study on the difficulties secondary school students experience in interpreting textbook images of elementary astronomical phenomena, namely, the changing of the seasons, Sun and lunar eclipses and Moon phases. Six images from a commonly used textbook in Italian secondary schools were selected. Interviews of 45 min about the astronomical concepts related to the images were carried out with eighteen students attending the last year of secondary school (aged 17-18). Students’ responses were analyzed through a semiotic framework based on the different types of visual representation structures. We found that the wide range of difficulties shown by students come from naïve or alternative ideas due to incorrect or inadequate geometric models of the addressed phenomena. As a primary implication of this study, we suggest that teachers should pay attention to specific iconic features of the discussed images, e.g., the compositional structure and the presence of real/symbolic elements.

Scientific explanations in Greek upper secondary physics textbooks

NASA Astrophysics Data System (ADS)

Velentzas, Athanasios; Halkia, Krystallia

2018-01-01

In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the explanandum is a logical consequence of the explanans, which in all cases include at least one scientific law (and/or principle, model or rule) previously presented, as well as statements concerning a specific case or specific conditions. The same structure is also followed in most of the cases in which the textbook authors explain regularities (i.e. laws, rules) as consequences of one or more general law or principle of physics. Finally, a number of the physics laws and principles presented in textbooks are not deduced as consequences from other, more general laws, but they are formulated axiomatically or inductively derived and the authors argue for their validity. Since, as it was found, the scientific explanations presented in the textbooks used in the study have similar structures to the explanations in internationally known textbooks, the findings of the present work may be of interest not only to science educators in Greece, but also to the community of science educators in other countries.

An elective course to engage student pharmacists in elementary school science education.

PubMed

Woodard, Lisa J; Wilson, Judith S; Blankenship, James; Quock, Raymond M; Lindsey, Marti; Kinsler, Janni J

2011-12-15

To develop and assess the impact of an elective course (HealthWISE) on student pharmacists' skills in communication and health promotion and elementary school students' knowledge of and attitudes toward science. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists' performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students.

A pedagogical analysis of science textbooks: How can we proceed?

NASA Astrophysics Data System (ADS)

Koulaidis, Vasilis; Tsatsaroni, Anna

1996-03-01

This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation. In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content, the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus, for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations, three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic. The relative merits of the third approach are considered, and some examples are used from Greek science textbooks.

Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation

NASA Astrophysics Data System (ADS)

Stein, Morton

Elementary school is a key time for students to develop their understanding of basic science concepts as well as their attitudes towards science and science learning. Yet many elementary teachers do not feel comfortable teaching science; as a result, they are likely to devote less time on that subject and to be less effective as science teachers. The literature suggests that weaknesses in elementary teachers' knowledge of science could be a main cause of this problem and, furthermore, that current elementary teacher preparation programs have contributed to this weakness. This study aims at gaining more knowledge about how elementary teachers who are successful in teaching science have acquired their science content knowledge and how such knowledge could be best acquired, with the ultimate goal of informing the design of more effective elementary teacher preparation programs. More specifically, this study addresses the following research questions: Which science learning experiences for elementary teachers seem most conducive to develop the kind of science content knowledge and pedagogical content knowledge needed to support the teaching of science as called for by the most recent national and state standards? Which of these experiences should be included in elementary teacher preparation programs, and how? The core of this study consists of case studies of eight elementary school teachers who were identified as successful in teaching science. These subjects were selected so as to ensure differences in their teacher preparation programs, as well as gender and years of teaching experience. Information about each teacher's self-efficacy and motivation with respect to teaching science, history of pre-service and in-service preparation with respect to science, and how his/her current science knowledge was acquired, was sought through a series of interviews with each subject and triangulated with data collected from other sources. A cross-case analysis revealed some interesting similarities and differences in how these successful elementary science teachers developed their science knowledge, and identified the following main sources of science learning opportunities: (a) science content courses; (b) methods courses; (c) student teaching; (d) in-service workshops; (e) opportunities to work with colleagues on the design and/or delivery of science units. Based on what was learned from these case studies, a preliminary set of recommendations to improve elementary teacher's science learning opportunities was identified. Two focus groups were held---one with elementary teachers and another with teacher educators---to share these preliminary recommendations and gather feedback and additional suggestions. Informed by the information gathered in these focus groups, a final set of recommendations to improve elementary teacher's preparation to teach science was articulated.

Project SMARTArt: A Case Study in Elementary School Media Literacy and Arts Education

ERIC Educational Resources Information Center

Jolls, Tessa; Grande, Denise

2005-01-01

With ongoing professional development and with appropriate tools, teachers are able to internalize information-process skills. Once they understand these process skills, they are able to apply them to any media content and to transform their teaching, without the need for a "cookbook" approach, reliant only on textbooks. Instead,…

Educational Content of Basal Reading Texts: Implications for Comprehension Instruction.

ERIC Educational Resources Information Center

Schmidt, William H.; And Others

To explore the issue of educational content in basal readers, a study analyzed 34 basal reading textbooks, representing eight of the most commonly used series in American elementary education. Educational content was defined and categorized along three dimensions: subject matter, function, and ethos. The subject matter component covered theories,…

Interjections in the EFL Classroom: Teaching Sounds and Sequences

ERIC Educational Resources Information Center

Reber, Elisabeth

2011-01-01

In line with a communicative curriculum for English, it is claimed that communicative competence involves knowledge about when and how to display affectivity in talk-in-interaction. Typically, interjections have been described as a lexical means for expressions of emotion. A survey of textbooks canonical of EFL at German elementary and secondary…

Newspaper in the Classroom. Profiles of Promise 40.

ERIC Educational Resources Information Center

Hawke, Sharryl

Newspapers are extensively used as the primary source material in all classes at Emerson Elementary School, Granite City, Illinois. Textbooks and other resources are used to supplement the daily issues of the St. Louis Globe-Democrat received at the school. Learning activities and the role of the newspaper vary in each classroom. The newspaper's…

A Note on the Definition of a Smooth Curve

ERIC Educational Resources Information Center

Euler, Russell; Sadek, Jawad

2005-01-01

In many elementary calculus textbooks in use today, the definition of a "smooth curve" is slightly ambiguous from the students' perspective. Even when smoothness is defined carefully, there is a shortage of relevant exercises that would serve to elaborate on related subtle points which many students may find confusing. In this article, the authors…

When a School Burns, Cool Heads and Quick Action Keep Education on Track.

ERIC Educational Resources Information Center

Parry, Robert; Burris, Carol

1988-01-01

A fire destroyed an elementary school in the East Rockaway (New York) school system. A substitute facility, furniture, and textbooks were secured and classes opened, missing only four school days. Future precautions include insurance to cover actual reconstruction costs, smoke detectors, and a computerized inventory system. (MLF)

An Arduino-Based Experiment Designed to Clarify the Transition to Total Internal Reflection

ERIC Educational Resources Information Center

Atkin, Keith

2018-01-01

The topic of refraction and reflection of light at the boundary of transparent media is a fundamentally important one. The special case of total internal reflection is however commonly misrepresented in elementary textbooks. This paper addresses the problem and describes an experimental procedure for measuring and displaying reflected and…

Espana Nuestra: The Molding of Primary School Children for a Fascist Spain.

ERIC Educational Resources Information Center

Wilhelm, Ron

1998-01-01

This ideological critique of "Espana Nuestra" reveals the presence of Spanish fascism in textual and graphic images of an elementary school social studies textbook. The analysis reveals how these images were arranged to foster and reinforce specific crucial elements of Spanish fascist ideology, such as national syndicalism, militant…

Monthly Record of Current Educational Publications. Bulletin, 1913, No. 1. Whole Number 508

ERIC Educational Resources Information Center

United States Bureau of Education, Department of the Interior, 1913

1913-01-01

This document contains a list of current educational publications received by the Bureau of Education. Some especially significant books listed during the past month are the following: Drever, Greek education; Parker, Textbook in the history of modern elementary education; Watson, Vives and the renascence education of women; Andrews, Introduction…

Ecology and Energy Action Pack.

ERIC Educational Resources Information Center

McDonald's Corp., Oak Brook, IL.

One of five McDonald's Action Packs, these elementary school-level instructional materials are for use as an introduction to existing units of study, supplements to a textbook, or a source of special projects for environmental education. Contents include these six units: Make Your Own Ecology Mini-spinner, Let's Look at a Food Chain, Drip the…

The Acid Rain Reader.

ERIC Educational Resources Information Center

Stubbs, Harriett S.; And Others

A topic which is often not sufficiently dealt with in elementary school textbooks is acid rain. This student text is designed to supplement classroom materials on the topic. Discussed are: (1) "Rain"; (2) "Water Cycle"; (3) "Fossil Fuels"; (4) "Air Pollution"; (5) "Superstacks"; (6) "Acid/Neutral/Bases"; (7) "pH Scale"; (8) "Acid Rain"; (9)…

Handicraft (Industrial Arts). Grades 4-5.

ERIC Educational Resources Information Center

Le Xuan Thuy

This is the second of two textbooks covering the elementary program in Vietnam on handicrafts and industrial arts. It is written for Vietnamese children at the fourth and fifth grade level. The four chapters are: (1) clay moulding, (2) use of ordinary carpentry tools, (3) book binding, and (4) miscellaneous. The course is designed to offer…

La ciudad: Libro de lectura 1, nivel 2 (The City: Reader 1, Level 2).

ERIC Educational Resources Information Center

Martinez, Emiliano; And Others

This reading textbook was designed for the elementary school Spanish-speaking student. It presents short selections pertaining to city life, with special emphasis on streets, transportation, public services, personal relations, and the urban environment. The presentation includes color illustrations. See FL 004 070 for the accompanying workbook.…

Bibliography of Law-Related Curriculum Materials: Annotated (Second Edition). Working Notes No. 10.

ERIC Educational Resources Information Center

Davison, Susan E., Ed.

This annotated bibliography cites over 1,000 elementary- and secondary-level materials dealing with the philosophy, substance, and pedagogy of law-related education. It lists textbooks, curriculum kits and guides, journals and newsletters, and books that can serve as reference or supplementary materials. The bibliography is divided by topic into…

The Influence of Colonial Ideology on Schoolbooks in the Belgian Congo.

ERIC Educational Resources Information Center

Mbandaka, Honore Vinck

1995-01-01

An analysis of 50 textbooks used in the elementary schools of the former Belgian Congo reveals an overt attempt to propagate colonial ideology. Fundamental themes included the legitimacy of the colonization, denigration of the indigenous culture, and establishment of colonial authority. Three books, however, resisted this indoctrination and one…

Interacting with Elementary Interns about Their Perceptions of Science Teaching.

ERIC Educational Resources Information Center

Carnes, G. Nathan; Shull, Tiffany A.; Brown, Shanise N.; Munn, Wesley G.

This research investigated three elementary preservice teachers' perceptions of elementary science teachers. Three questions guided this investigation. What images did elementary Masters of Arts in Teaching (M.A.T.) interns have of science teaching at the beginning and end of science methods courses? What changes, if any, did they make in their…

The paradigm that always was: Scientific discourse in Young-Earth Creationist textbooks

NASA Astrophysics Data System (ADS)

Maynard, Travis

Bob Jones University Press (BJU Press) is a publishing house owned by the Greenville, South Carolina university of the same name. Fulfilling Bob Jones' mission beyond the college classroom, BJU Press prints a full K-12 educational program that spans all subjects and meets national core content standards. These materials are nationally circulated in homeschooling environments and conservative Christian private schools, a growing portion of America's educational landscape: according to a Department of Education 2009 report, enrollment in these schools represented 885,000 students. Research in rhetoric facilitates our understanding of various discourse communities, especially those that appropriate the discourse of a separate community to forward an argument that runs counter to the purposes of the original community. An interesting example of this rhetorical strategy is BJU Press' educational philosophy called Biblical Integration, in which teachers are invoked to "call into question the secular assumptions of each subject and then encourage the student to rebuild the discipline from biblical presuppositions." Using this technique, teachers using BJU Press materials attempt to shape students' ideologies by teaching a literal reading of the Bible dictating a 6,000-year-old Earth. The most interesting subject area in which BJU Press deploys Biblical Integration is the natural sciences, wherein to achieve this goal, textbook authors must make two rhetorical moves: first, re-frame a biblical ideology as being equally scientific to its secular counterparts; and, second, argue for the superiority of a science based in the Bible. This thesis analyzes a science textbook produced by BJU Press, exploring how the authors meet these exigencies. Specifically, I argue that the authors of the eighth grade title Earth Science both adopt and adapt the discourse of science in order to validate Evangelical Christian Science as being legitimately engaged in scientific endeavors. Within the context of natural sciences, Biblical Integration is particularly compelling: in formulating an alternative view of science and arguing for its superiority over secular science, the authors at BJU Press are implicitly employing the discourse of Kuhnian scientific revolution, adding a layer of scientific credibility to their efforts by mimicking the historical progress of the sciences. In adopting a Kuhnian approach, the authors craft a hybrid discourse that blends science with scripture, working against the secular status quo of the sciences. Accordingly, to analyze this hybrid discourse, this thesis draws upon work within the rhetoric of science directly influenced by Thomas Kuhn. This analysis is conducted via two case studies. The first focuses on the textbook's introductory chapter, highlighting how the chapter appropriates the epistemological practices of scientific research by presenting an overarching argument that forwards a threefold purpose: (1) establishing the purpose of Christian Science; (2) highlighting the inherently ideological nature of scientific epistemology; and (3) providing a dualistic definition that polarizes Christian and secular science. By emphasizing the ideological nature of science, the authors of this textbook create a rhetorical space in which they can articulate their alternative view of science as being theoretically valid. The second case study analyzes a discipline-specific application of Christian Science: two textbook chapters that focus on geology. When the textbook attempts to operationalize Christian Science, this view falls short of the standards of science due to Evangelical faith in the infallibility of scripture. Despite this shortcoming, these two chapters still employ strategies indicative of Kuhnian paradigmatic arguments: highlighting fundamental anomalies in scientific consensus and utilizing arguments from familiarity to gain audiences' tentative acceptance. In using these argumentative strategies, the textbook authors mimic scientific argument, but do not fully meet the criteria of science.

The Physics of Semiconductors

NASA Astrophysics Data System (ADS)

Brennan, Kevin F.

1999-02-01

Modern fabrication techniques have made it possible to produce semiconductor devices whose dimensions are so small that quantum mechanical effects dominate their behavior. This book describes the key elements of quantum mechanics, statistical mechanics, and solid-state physics that are necessary in understanding these modern semiconductor devices. The author begins with a review of elementary quantum mechanics, and then describes more advanced topics, such as multiple quantum wells. He then disusses equilibrium and nonequilibrium statistical mechanics. Following this introduction, he provides a thorough treatment of solid-state physics, covering electron motion in periodic potentials, electron-phonon interaction, and recombination processes. The final four chapters deal exclusively with real devices, such as semiconductor lasers, photodiodes, flat panel displays, and MOSFETs. The book contains many homework exercises and is suitable as a textbook for electrical engineering, materials science, or physics students taking courses in solid-state device physics. It will also be a valuable reference for practicing engineers in optoelectronics and related areas.

Human Evolution in Science Textbooks from Twelve Different Countries

ERIC Educational Resources Information Center

Quessada, Marie-Pierre; Clement, Pierre; Oerke, Britta; Valente, Adriana

2008-01-01

What kinds of images of human beings illustrate human evolution in school textbooks? A comparison between the textbooks of eighteen different countries (twelve European countries and six non-European countries) was attempted. In six countries (Algeria, Malta, Morocco, Mozambique, Portugal, and Tunisia), we did not find any chapter on the topic of…

A Method for Analyzing the Coherence of High School Biology Textbooks

ERIC Educational Resources Information Center

Roseman, Jo Ellen; Stern, Luli; Koppal, Mary

2010-01-01

Because textbooks have the potential to be powerful catalysts for improving science teaching and learning, having reliable methods for analyzing important textbook features, such as their coherence, is essential. This study reports on the development of a method in which trained reviewers, following a set of guidelines defining the ideas to be…

Textbook Deathwatch

ERIC Educational Resources Information Center

Salpeter, Judy

2009-01-01

Is the print textbook--that old-fashioned, heavy, expensive staple of the 20th-century classroom--soon to be a thing of the past? While it's hard to imagine the K-12 world, known for its resistance to change, throwing out math, language, and science textbooks in favor of digital content, the nation's current fiscal crisis, combined with major…

Teaching Introduction to American Government/Politics: What We Learn from the Visual Images in Textbooks

ERIC Educational Resources Information Center

Allen, Marcus D.; Wallace, Sherri L.

2010-01-01

Political science students learn the fundamental principles and values about the American political system from American government/politics textbooks. Most of the major textbooks used in these courses utilize the traditional institutional and behavioral approaches to the study of American government and politics, which examines institutions and…

What Johnny Shouldn't Read: Textbook Censorship in America.

ERIC Educational Resources Information Center

DelFattore, Joan

This book discusses ways in which special-interest groups influence the content of textbooks used in public and private schools throughout the United States. The book focuses on recent federal lawsuits involving attempts to censor or ban reading, literature, science, and social studies textbooks. Recreating the story behind each lawsuit, the book…

Values in an American Government Textbook. Three Appraisals.

ERIC Educational Resources Information Center

Novak, Michael; And Others

These critiques of a high school American government textbook, "American Government in Action," (Resnik and Nerenberg, 1973) represent the first in a series of studies designed to assess the effectiveness of social science textbooks in communicating and reinforcing Western values. The critiques are followed by a response by the authors of the…

Do General Physics Textbooks Discuss Scientists' Ideas about Atomic Structure? A Case in Korea

ERIC Educational Resources Information Center

Niaz, Mansoor; Kwon, Sangwoon; Kim, Nahyun; Lee, Gyoungho

2013-01-01

Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general physics textbooks published in Korea based on the eight criteria developed in previous research. The result of this study shows that Korean general…

Introduction of the Concepts of Plate Tectonics into Secondary-School Earth Science Textbooks.

ERIC Educational Resources Information Center

Glenn, William Harold

1992-01-01

Secondary school earth-science textbooks in print from 1960 through 1979 were examined to determine how rapidly concepts of plate tectonics were incorporated into those texts during the period when scientists' views about these concepts were evolving most rapidly. Suggests that delays were probably due to an unwillingness to engage in speculation…

A Comparative Study of Visual Representations in Conventional, Digitized and Interactive High School Science Textbooks

ERIC Educational Resources Information Center

Chen, Xiaoning

2017-01-01

With emerging new technologies being applied in teaching and learning, this study compares visual representations in three different high school biology textbook formats and analyses the senses engaged in viewing and understanding the science content represented through these visuals. The findings show that while a similar pattern is observed in…

Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks

ERIC Educational Resources Information Center

Yacoubian, Hagop A.; Al-Khatib, Layan; Mardirossian, Taline

2017-01-01

This article presents an analysis of how scientists are portrayed in the Lebanese national science textbooks. The purpose of this study was twofold. First, to develop a comprehensive analytical framework that can serve as a tool to analyze the image of scientists portrayed in educational resources. Second, to analyze the image of scientists…

Ciencias 3. Caderno de Exercicios. (Science 3. Workbook).

ERIC Educational Resources Information Center

Raposo, Lucilia

This workbook contains 47 activities and exercises which reinforce lesson topics found in the grade 3 science textbook. These lesson topics, presented in nine sections in the textbook, focus on such areas as: (1) solar energy, electricity, and light; (2) solar system, planets, earth motions, and phases of the moon; (3) gravity, rocks, and erosion;…

Representations of Nature of Science in High School Chemistry Textbooks over the Past Four Decades

ERIC Educational Resources Information Center

Abd-El-Khalick, Fouad; Waters, Mindy; Le, An-Phong

2008-01-01

This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of "The Scientific Method," the…

Quantitative and Qualitative Analysis of Nutrition and Food Safety Information in School Science Textbooks of India

ERIC Educational Resources Information Center

Subba Rao, G. M.; Vijayapushapm, T.; Venkaiah, K.; Pavarala, V.

2012-01-01

Objective: To assess quantity and quality of nutrition and food safety information in science textbooks prescribed by the Central Board of Secondary Education (CBSE), India for grades I through X. Design: Content analysis. Methods: A coding scheme was developed for quantitative and qualitative analyses. Two investigators independently coded the…

The Inclusion of STS Material in the Most Frequently Used Secondary Science Textbooks in the U.S.

ERIC Educational Resources Information Center

Chiang-Soong, Betty; Yager, Robert E.

1993-01-01

From an analysis of 11 textbooks for science-technology-society (STS) subjects, it was found that less than 7% of the narrative space is devoted to STS topics, with a range of 11.5% to 0.5%. The coverage of STS topics decreases as grade level increases. (PR)

Astronomy in Science Textbooks: An Analysis of Pnld 2008. (Spanish Title: Astronomía en los Libros de Ciencia: un Análisis del Pnld 2008.) Astronomia Nos Livros Didáticos de Ciências: Uma Análise do Pnld 2008

NASA Astrophysics Data System (ADS)

Amaral, Patrícia; Quintanilha Vaz de Oliveira, Carlos Eduardo

2011-12-01

The importance of the textbooks in classrooms is revealed when studies are pointing that these pedagogical sources are, most of the times, the only source used by the elementary school teachers when preparing their Science lessons. When we analyzed the Astronomy contents in the textbooks approved by the Brazilian Textbook Program 2008 and which, in theory, are the best available in the Brazilian editorial market, we examined some categories in the 2008 Textbook Guide. This research characterizes the frequency of Astronomical contents appearing in the texts, in the pictures, and in the hands-on activities. Additionally, it describes some misconceptions and presents additional information on the collections. La importancia de los libros de texto en las aulas se pone de manifiesto cuando los estudios indican que este recurso educativo es a menudo la única fuente de consulta utilizada por el profesor de ciencias de la escuela primaria para preparar sus lecciones. Cuando analizamos el contenido presente en los libros de texto de astronomía aprobados por el Programa Nacional de Libros de Texto de 2008 y que, en teoría, son los mejores libros disponibles en el mercado editorial brasileño, buscamos examinar algunas categorías que figuran en los libros de texto de la Guía de Libros Didácticos de 2008. El estudio caracteriza la frecuencia del contenido de Astronomía en el texto, en las figuras, y en las actividades de experimentación. También describe algunos errores conceptuales y presenta un conjunto de información adicional sobre las colecciones. A importância dos livros didáticos nas salas de aula revela-se quando estudos apontam que este recurso pedagógico é, muitas vezes, a única fonte de consulta utilizada pelo professor de Ciências do ensino fundamental para a preparação de suas aulas. Quando analisamos os conteúdos de Astronomia presentes nos livros didáticos aprovados no Programa Nacional do Livro Didático de 2008 e que, teoricamente, são os melhores livros disponíveis no mercado editorial brasileiro, buscamos esquadrinhar algumas categorias constantes no Guia de Livros Didáticos de 2008. A pesquisa caracteriza a freqüência do conteúdo de Astronomia no texto, nas figuras e nas atividades de experimentação. Além disso, descreve alguns erros conceituais e apresenta um conjunto de informações adicionais sobre as coleções.

Tracing "Ethical Subjectivities" in Science Education: How Biology Textbooks Can Frame Ethico-Political Choices for Students

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

2015-02-01

This article describes how biology textbooks can work to discursively constitute a particular kind of "ethical subjectivity." Not only do textbooks constrain the possibilities for thought and action regarding ethical issues, they also require a certain kind of "subject" to partake in ethical exercises and questions. This study looks at how ethical questions/exercises found in four Ontario textbooks require students and teachers to think and act along specific lines. These include making ethical decisions within a legal-juridical frame; deciding what kinds of research should be publically funded; optimizing personal and population health; and regulation through policy and legislation. While engaging ethical issues in these ways is useful, educators should also question the kinds of (ethical) subjectivities that are partially constituted by discourses of science education. If science education is going to address twenty-first century problems such as climate change and social inequality, educators need to address how the possibilities for ethical engagement afforded to students work to constitute specific kinds of "ethical actors."

Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education

NASA Astrophysics Data System (ADS)

Barab, Sasha A.; Scott, Brianna; Siyahhan, Sinem; Goldstone, Robert; Ingram-Goble, Adam; Zuiker, Steven J.; Warren, Scott

2009-08-01

Drawing on game-design principles and an underlying situated theoretical perspective, we developed and researched a 3D game-based curriculum designed to teach water quality concepts. We compared undergraduate student dyads assigned randomly to four different instructional design conditions where the content had increasingly level of contextualization: (a) expository textbook condition, (b) simplistic framing condition, (c) immersive world condition, and (d) a single-user immersive world condition. Results indicated that the immersive-world dyad and immersive-world single user conditions performed significantly better than the electronic textbook group on standardized items. The immersive-world dyad condition also performed significantly better than either the expository textbook or the descriptive framing condition on a performance-based transfer task, and performed significantly better than the expository textbook condition on standardized test items. Implications for science education, and consistent with the goals of this special issue, are that immersive game-based learning environments provide a powerful new form of curriculum for teaching and learning science.

From inside the black box: Teacher perceptions of science instruction at the elementary level

NASA Astrophysics Data System (ADS)

Ferrini, Cynthia D.

Science education reform projects aimed at elementary school children arose in the 1960's. The most prevalent of these reforms utilized the inquiry, or hands-on, science method. Billions of dollars have been invested in these reforms. Yet, reports indicate that science is not being taught at the level one might expect in elementary schools. This research was an analysis of the problems and concerns teachers at one school district faced as they tried to implement and sustain elementary inquiry science instruction. The district chosen was a large suburban district in the Western United States. The population was ninety percent Caucasian with a slightly more ethnically diverse school population. This district was chosen because it had an elementary science program for over twenty years and had received national acclaim for that program. The district had a stable and homogeneous staff there was a low administrator and teacher turnover rate and the elementary teaching population was ninety percent Caucasian and ninety percent female. Interviews with administrators and teachers were conducted. Data were collected from focus groups of teachers and science partners. Observations of elementary science classroom instruction and professional development sessions were made. Results of this research indicated that one important key to elementary science reform rests in the hands of teachers. Once the door to the classroom is closed, the teacher can decide to teach or not to teach science. The findings of this research illustrate that teachers hold ideas about science and science instruction that are antithetical to some tenets of inquiry science. Until these ideas are addressed it will be difficult, if not impossible, to implement a systemic elementary inquiry science program. This study demonstrates that professional development for elementary teachers in science needs to change from a focus on the mechanical usage of individual units to a focus on teacher expectations for student achievement. Professional development for teachers in inquiry science must address the cognitive foundations for inquiry science and the benefits students derive from this educational approach. Institutions delivering pre-service training for elementary teachers in science must change the curriculum to reflect these needs.

High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Summary Report & Recommendations. Strengthening Science Education in California

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning at WestEd, 2011

2011-01-01

This report summarizes research findings on science education in California's elementary schools from multiple sources of data collected during 2010-11, specifically, surveys of district administrators, elementary school principals, and elementary school teachers; case studies of elementary schools; analysis of statewide secondary data sets; and…

An analysis of global problem issues in sixth-and seventh-grade textbooks

NASA Astrophysics Data System (ADS)

Hamm, Mary; Adams, Dennis

The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth- and seventh-grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages of content devoted to each issue, and the degree of depth in which issues were treated. Differences between grade levels were also explored. Of the 4,393 pages of content analyzed, less than 2 percent was devoted to these issues identified as the most serious human problems. No significant differences were found between textbook series. Significant differences were found in the number of pages of content presented on each issue. Most of the content fell into the categories of water resources, population growth, air quality, and atmosphere. The issue of war technology had the least amount of content. Distribution of content did not vary by grade level. Both levels addressed the issues of population growth, air quality, and water resources with a greater degree of depth than the issue of world hunger or war technology. The study concludes that the most widely used textbooks at the sixth- and seventh-grade levels avoid serious discussion of major global problems. And like the career indecision of a recent Miss America contestant, purchasers don't seem to be able to decide whether they want science textbooks to be a brain surgeon or a movie actress. Implications stemming from this dichotomy and its relationship to future science education curricular are also explored.

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

ERIC Educational Resources Information Center

Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

2011-01-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2013-01-01

In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies

ERIC Educational Resources Information Center

Lewis, Elizabeth; Dema, Oxana; Harshbarger, Dena

2014-01-01

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

Crowdfunding for Elementary Science Educators

ERIC Educational Resources Information Center

Reese, Jessica; Miller, Kurtz

2017-01-01

The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

ERIC Educational Resources Information Center

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-01-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This…

INSTRUCTIONAL MANUALS OF BOUNDARY‐WORK: PSYCHOLOGY TEXTBOOKS, STUDENT SUBJECTIVITIES, AND DISCIPLINARY HISTORIOGRAPHIES

PubMed Central

FLIS, IVAN

2016-01-01

This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology—first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post‐Kuhnian and post‐Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations. PMID:27152736

An Elective Course to Engage Student Pharmacists in Elementary School Science Education

PubMed Central

Wilson, Judith S.; Blankenship, James; Quock, Raymond M.; Lindsey, Marti; Kinsler, Janni J.

2011-01-01

Objective. To develop and assess the impact of an elective course (HealthWISE) on student pharmacists’ skills in communication and health promotion and elementary school students’ knowledge of and attitudes toward science. Design. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. Assessment. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists’ performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. Conclusions. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students. PMID:22345722

Trajectories of legitimate peripheral participation: Ethnographic case studies of learning ecology

NASA Astrophysics Data System (ADS)

Bowen, Gervase Michael Reynolds

1999-09-01

Current reform documents in education call for elementary and high school students to engage in "authentic" scientific practices. In the past several years a number of authors have suggested that science education research and curriculum development could benefit from insights gained by research in the social studies of science that documents and theorizes science as it is actually done. Yet, although practices of laboratory science are well understood and provide a foundation from which educational practices could be drawn, little is known about the practices of the science disciplines which deal with field research and how people are enculturated into those practices. This dissertation is constituted by a series of research papers on different (although inter-related) topics, in which I examine the enculturation into the practices of field ecology and the world-view that is associated with that enculturation. To better understand the practices of field ecology and how they develop, I conducted several projects: (i) a video ethnography of a second-year university ecology class and observations on research experiences undergraduates experience; (ii) ethnographic research with ecologists conducting field research; (iii) observations of graduate student and professional ecologists as they participated in conferences, engaged in interaction in their laboratory and social settings, and presented/discussed their findings in various settings; (iv) interviews with graduate student and professional ecologists discussing their field research experiences; (v) videotaped interviews with practicing researchers and under/graduate science and non-science students as they interpreted various ecology-related inscriptions; (vi) an analysis of the inscriptions and textual information present in the various texts (textbooks and journals) used to teach students about ecology; and, (vii) observations of elementary school students engaged in practices congruent with those of field ecologists. Collectively, these studies suggest that the way in which undergraduate students are taught about disciplines such as ecology which involve field research---generally lectures and structured laboratory research investigations---does not well prepare them to enact the practices common to research in the discipline such as designing and conducting research projects, summarizing and interpreting data in graphs, and making scientific knowledge claims. In addition, the formal texts (textbooks, lectures, and journal articles) used to enculturate students into disciplinary concerns and practices develop in students a reductionist, anthropocentric view of nature as opposed to the holisitic view which ecology ostensibly represents. Story-telling within the community was revealed as an important mechanism by which field research methods, almost unmentioned in the formal texts of the discipline, are learned and the community of ecologists established and maintained. These findings have implications for how we prepare student teachers to teach science, for merely encouraging them to take undergraduate science courses will develop attitudes about nature and approaches to teaching which are perhaps undesirable. On the basis of the study reported, I conclude that both teacher education and science curricula would be best served by engaging participants (either student teachers or public school students) in long-term research projects whose conclusions they can present and defend to peers and instructors in their education program. This would need to be coupled with a critically reflective component which encouraged these participants to examine the assumptions and implicit judgements made in the conduct of their work. By engaging in such a process students will learn about scientific practices and concepts as well as about the socially-mediated nature of scientific communities and knowledge.

International Seminar--History and Social Science Textbook (Santiago de Chile, 2008)

ERIC Educational Resources Information Center

Online Submission, 2009

2009-01-01

The School Textbook Division from the Chilean Ministry of Education has carried out experience-sharing instances and reflection processes oriented to improve the quality of textbooks, adapting them to new learning strategies, to the demands of the school system as well as to the state-of-the-art in research in education worldwide. Since the…

Exploring Nominalization in Scientific Textbooks: A Cross-Disciplinary Study of Hard and Soft Sciences

ERIC Educational Resources Information Center

Jalilifar, Alireza; White, Peter; Malekizadeh, N.

2017-01-01

Given the importance of disciplinary specificity in terms of the potential differences in the functionality of nominalizations in scientific textbooks and the dearth of studies of this type, the current study explores the extent to which nominalization is realized across two disciplines. To this aim, eight academic textbooks from Physics and…

Investigating Textbook Reserves: A Case Study of Two Models for Reserves Collections

ERIC Educational Resources Information Center

Pitts-Noggle, Stephanie; Rafferty, Ryan

2017-01-01

This article examines the behaviors and preferences of medical and nursing students in relation to their required textbooks and library reserves. The findings are based on an April 2015 survey at the University of Illinois-Chicago satellite Library of the Health Sciences in Urbana, where the library provides access to textbooks through traditional…

Transforming "Ecosystem" from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

ERIC Educational Resources Information Center

Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George

2018-01-01

This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we…

Redox Models in Chemistry Textbooks for the Upper Secondary School: Friend or Foe?

ERIC Educational Resources Information Center

Osterlund, Lise-Lotte; Berg, Anders; Ekborg, Margareta

2010-01-01

We have investigated how chemistry textbooks use models of redox reactions in different subject areas, how they change models between and within the topics, and how they deal with specific learning difficulties identified in the literature. The textbooks examined were published for use in the natural science programme in Swedish upper secondary…

Suggestions for Content Selection and Presentation in High School Computer Textbooks

ERIC Educational Resources Information Center

Lin, Janet Mei-Chuen; Wu, Cheng-Chih

2007-01-01

Based on the findings from reviewing 32 textbooks in the past four years for Taiwan's Ministry of Education, we have identified common problems in the reviewed textbooks and analyzed their inadequacies. Typical problems include the Wintel bias, too much coverage of software application tools and too little of computer science concepts, too many…

Tracing "Ethical Subjectivities" in Science Education: How Biology Textbooks Can Frame Ethico-Political Choices for Students

ERIC Educational Resources Information Center

Bazzul, Jesse

2015-01-01

This article describes how biology textbooks can work to discursively constitute a particular kind of "ethical subjectivity." Not only do textbooks constrain the possibilities for thought and action regarding ethical issues, they also require a certain kind of "subject" to partake in ethical exercises and questions. This study…

Eliminating the Textbook: Learning Science with Cell Phones

ERIC Educational Resources Information Center

Tessier, Jack T.

2014-01-01

College faculty have myriad choices of resources for their students when designing courses. The rising prices of textbooks and the availability of cell phones with internet access open the question of using cell phones in the classroom. In this study, I compared student learning in an ecology course between a semester in which a textbook was used…

How Clearly Written are Children's Textbooks? or, of Bladderworts and Alfa. Reading Education Report No. 16.

ERIC Educational Resources Information Center

Anderson, Thomas H.; And Others

Two representative samples of expository prose from sixth grade textbooks (one in science and one in social studies) were analyzed for clarity of explanation. Four text criteria were applied to the analyses: structure, unity, coherence, and audience appropriateness. The results of the analysis suggested that many children's textbooks are not…

Knowledge and Values in Science Textbooks Concerning Complexity in Ecological Systems and Environmental Problems: A Cross-cultural Study on Secondary School Manuals

ERIC Educational Resources Information Center

Boujemaa, Agorram; Silvia, Caravita; Adriana, Valente; Daniela, Luzi; Nicola, Margnelli

2009-01-01

The study was carried out within the European research project "Biology, Health and Environmental Education for Better Citizenship" that joined 18 European and North-African countries. We report here the methodology and some of the conclusions drawn from an analysis of science textbooks that considered the topics ecology and…

Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.

ERIC Educational Resources Information Center

Mikulecky, Larry

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…

History of Science and Medicine in Turkish History Secondary School Textbooks

ERIC Educational Resources Information Center

Karabag, S. Gulin

2015-01-01

In this paper, it is aimed to analyze the acquirements and topics in Turkish secondary school history textbooks that are published by the Ministry of National Education (MEB) and by the private sector to determine to what extend the place given to history of science and history of medicine. In the study, the document and content analysis…

Investigation of the Values Found in Primary Education Science and Technology Textbooks in Turkey

ERIC Educational Resources Information Center

Benzer, Elif

2013-01-01

In this study, the value types of 6, 7 and 8 class text books which take place in the primary education science and technology education program, have been targeted for investigation for the present rate of these values in different textbooks, and, whether they changed in accordance with class variables (class, subject content, and divisions of…

How are the Concepts and Theories of Acid Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers

NASA Astrophysics Data System (ADS)

Furió-Más, Carlos; Calatayud, María Luisa; Guisasola, Jenaro; Furió-Gómez, Cristina

2005-09-01

This paper investigates the views of science and scientific activity that can be found in chemistry textbooks and heard from teachers when acid base reactions are introduced to grade 12 and university chemistry students. First, the main macroscopic and microscopic conceptual models are developed. Second, we attempt to show how the existence of views of science in textbooks and of chemistry teachers contributes to an impoverished image of chemistry. A varied design has been elaborated to analyse some epistemological deficiencies in teaching acid base reactions. Textbooks have been analysed and teachers have been interviewed. The results obtained show that the teaching process does not emphasize the macroscopic presentation of acids and bases. Macroscopic and microscopic conceptual models involved in the explanation of acid base processes are mixed in textbooks and by teachers. Furthermore, the non-problematic introduction of concepts, such as the hydrolysis concept, and the linear, cumulative view of acid base theories (Arrhenius and Brönsted) were detected.

Physical Science Activities for Elementary and Middle School. CESI Sourcebook V. An Occasional Sourcebook of the Council for Elementary Science International.

ERIC Educational Resources Information Center

Malone, Mark R., Comp.

Mounting research evidence has shown that an activity centered approach to elementary and middle school science education can be quite effective. This sourcebook, developed for teachers by teachers, presents many activity oriented science lessons that could be done in any elementary or middle school classroom with minimal additional experience.…

Creationism in the Grand Canyon, Texas Textbooks

NASA Astrophysics Data System (ADS)

Folger, Peter

2004-01-01

AGU President Bob Dickinson, together with presidents of six other scientific societies, have written to Joseph Alston, Superintendent of Grand Canyon National Park, pointing out that a creationist book, The Grand Canyon: A Different View, is being sold in bookstores within the borders of the park as a scientific explanation about Grand Canyon geologic history. President Dickinson's 16 December letter urges that Alston clearly separate The Grand Canyon: A Different View from books and materials that discuss the legitimate scientific understanding of the origin of the Grand Canyon. The letter warns the Park Service against giving the impression that it approves of the anti-science movement known as young-Earth creationism, or that it endorses the advancement of religious tenets disguised as science. The text of the letter is on AGU's Web site http://www.agu.org/sci_soc/policy/sci_pol.html. Also, this fall, AGU sent an alert to Texas members about efforts by intelligent design creationists aimed at weakening the teaching of biological evolution in textbooks used in Texas schools. The alert pointed scientists to a letter, drafted by AGU, together with the American Institute of Physics, the American Physical Society, the Optical Society of America, and the American Astronomical Society, that urged the Texas State Board of Education to adopt textbooks that presented only accepted, peer-reviewed science and pedagogical expertise. Over 550 scientists in Texas added their names to the letter (http://www.agu.org/sci_soc/policy/texas_textbooks.pdf ), sent to the Board of Education on 1 November prior to their vote to adopt a slate of new science textbooks. The Board voted 11-5 in favor of keeping the textbooks free of changes advocated by groups supporting intelligent design creationism.

SciNews: Incorporating Science Current Events in 21st Century Classrooms

NASA Astrophysics Data System (ADS)

DiMaggio, E.

2011-12-01

Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance is important for student learning and retention, especially in science where abstract concepts can often be incorrectly perceived as irrelevant. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the 2011 earthquake and tsunami in Japan), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief 'teachable moments'--when student interest is high--provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, I create pre-packaged current event materials for middle to high school teachers that align to state standards, and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15-30 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. I assemble materials within approximately one week of the regional or global science event, consisting of short slide shows, maps, videos, pictures, and real-time data. I use a listserv to send biweekly emails to subscribed instructors containing the current event topic and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach SciNews website (http://sese.asu.edu/teacher-resources) and are archived. Currently, 285 educators subscribe to the SciNews listserv, representing 36 states and 19 countries. In order to assess the effectiveness and usefulness of SciNews materials, each lesson links to a brief online survey. I ask educators for basic information (grade level, number of students) as well as feedback on lesson content, accessibility of media types used, agreement with standards, and general comments on how to improve SciNews. Survey results show that SciNews lessons have been implemented in elementary through college classrooms. Comments express an overall agreement that Scinews lessons facilitate classroom discussion, heighten student interest in the topic, and that lessons are easy to use and modify. Current events help demonstrate to students that, unlike fact-filled textbooks suggest, science is not static and scientists are actively investigating many 'textbook' concepts. Showing students the process and progressive nature of scientific information reinforces critical thinking rather than pure memorization.

Turbulence

NASA Astrophysics Data System (ADS)

Frisch, Uriel

1996-01-01

Written five centuries after the first studies of Leonardo da Vinci and half a century after A.N. Kolmogorov's first attempt to predict the properties of flow, this textbook presents a modern account of turbulence, one of the greatest challenges in physics. "Fully developed turbulence" is ubiquitous in both cosmic and natural environments, in engineering applications and in everyday life. Elementary presentations of dynamical systems ideas, probabilistic methods (including the theory of large deviations) and fractal geometry make this a self-contained textbook. This is the first book on turbulence to use modern ideas from chaos and symmetry breaking. The book will appeal to first-year graduate students in mathematics, physics, astrophysics, geosciences and engineering, as well as professional scientists and engineers.

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

NASA Astrophysics Data System (ADS)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

ERIC Educational Resources Information Center

Ford, Danielle J.; Fifield, Steve; Madsen, John; Qian, Xiaoyu

2013-01-01

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers' developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The…

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

ERIC Educational Resources Information Center

Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

The Role of Children's Literature in One Rural Town's Elementary School: A Case Study.

ERIC Educational Resources Information Center

Altieri, Jennifer L.

1997-01-01

Surveys all 11 teachers in one rural setting to determine complexities surrounding literature use in that school. Finds the basal played a predominant role in classrooms--only the Chapter I teacher used literature during reading. Finds that "textbooks" were important for teachers and that trade books did not figure much in instruction.…

Magnetic Fields at the Center of Coils

ERIC Educational Resources Information Center

Binder, Philippe; Hui, Kaleonui; Goldman, Jesse

2014-01-01

In this note we synthesize and extend expressions for the magnetic field at the center of very short and very long current-carrying coils. Elementary physics textbooks present the following equation for the magnetic field inside a very long current-carrying coil (solenoid): B[subscript sol] = µ[subscript 0] (N/L) I, (1) where I is the current, N…

Teaching about Colorado and Community History. History Series, Volume 1.

ERIC Educational Resources Information Center

Smith, Gary R.

This volume is designed to supplement materials teachers have chosen to use in teaching Colorado and community history. The materials are not a complete history of Colorado or a complete textbook; instead, teachers are provided with 14 teaching activities for use in elementary and secondary social studies or history classes. The book is divided…

The Physics of Flight: I. Fixed and Rotating Wings

ERIC Educational Resources Information Center

Linton, J. Oliver

2007-01-01

Almost all elementary textbook explanations of the theory of flight rely heavily on Bernoulli's principle and the fact that air travels faster over a wing than below it. In recent years the inadequacies and, indeed, fallacies in this explanation have been exposed (see Babinsky's excellent article in 2003 Phys. Educ. 38 497-503) and it is now…

"Picturesque and Dramatic" or "Dull Recitals of Threadbare Fare": Good Practice in History Teaching in Elementary Schools in England, 1872-1905

ERIC Educational Resources Information Center

Smith, John T.

2014-01-01

This article draws on late nineteenth- and early twentieth-century teaching manuals, reports of Her Majesty's Inspectors, history textbooks ("readers"), other administrators' and teachers' accounts, policy documents and pupils' reminiscences to refute common and generalised assessments of the period (often by those who have not looked…

The Basic Study Skills Guide for Grades K-6.

ERIC Educational Resources Information Center

Prince George's County Public Schools, Upper Marlboro, MD.

This guide has been designed for use in teaching study skills to elementary school students, kindergarten through grade six. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a…

Understanding and Supporting Teacher Horizon Knowledge around Limits: A Framework for Evaluating Textbooks for Teachers

ERIC Educational Resources Information Center

Kajander, Ann; Lovric, Miroslav

2017-01-01

As part of recent scrutiny of teacher capacity, the question of teachers' content knowledge of higher level mathematics emerges as important to the field of mathematics education. Elementary teachers in North America and some other countries tend to be subject generalists, yet it appears that some higher level mathematics background may be…

Palestinian EFL Teachers' Attitudes towards English Textbooks Used at the First Three Grades of Elementary School

ERIC Educational Resources Information Center

Hammad, Enas Abdullah Rajab

2014-01-01

Evaluating language materials is very useful for language teachers, and one essential consideration in evaluating language materials is obtaining the teachers' views on its value (Tomlinson, 2003). Thus, this study aimed to explore Palestinian English as a foreign language (EFL) teachers' attitudes towards the different aspects of the English…

Becoming a Professional Reading Teacher

ERIC Educational Resources Information Center

Aaron, P. G.; Joshi, R. Malatesha; Quatroche, Diana

2008-01-01

Answering the call for a comprehensive textbook on what reading teachers really need to know, this is the book that arms educators with not just the what and the how, but also the why that other texts don't cover. Two prominent literacy experts team with an elementary school specialist to give preservice teachers an easy-to-understand textbook…

Machismo y educacion en Puerto Rico [Machismo and Education in Puerto Rico].

ERIC Educational Resources Information Center

Pico, Isabel

This book is the result of a study that investigated the influence of "machismo" (a set of attitudes, beliefs, and behavior that perpetuates the myth of male superiority) in elementary education. The study included (1) a content analysis of textbooks used in Spanish and social studies classes in public and private schools in Puerto Rico…

In-Service Turkish Elementary and Science Teachers' Attitudes toward Science and Science Teaching: A Sample from Usak Province

ERIC Educational Resources Information Center

Turkmen, Lutfullah

2013-01-01

The purpose of this study is to reveal Turkish elementary teachers' and science teachers' attitudes toward science and science teaching. The sample of the study, 138 in-service elementary level science teachers from a province of Turkey, was selected by a clustered sampling method. The Science Teaching Attitude Scale-II was employed to measure the…

ELEMENTARY SCIENCE OUTLINE, A GUIDE TO SUGGESTED CURRICULUM PRACTICES IN ELEMENTARY SCHOOL SCIENCE.

ERIC Educational Resources Information Center

KARTSOTIS, A. THOMAS; MESSERSCHMIDT, RALPH M.

THE COMMITTEE ON ELEMENTARY SCHOOL SCIENCE OF THE LEHIGH VALLEY SCHOOL STUDY COUNCIL REPORTS THEIR WORK ON SUGGESTED CURRICULUM FOR GRADES 1-6. THE BELIEF IS THAT SCIENCE IS A MAJOR STUDY AREA IN ELEMENTARY SCHOOL, AND SHOULD BE TAUGHT TO ALL PUPILS IN A PLANNED LEARNING SEQUENCE, WITH DUE CONSIDERATION BEING GIVEN TO THE MATURITY OF THE CHILD.…

Exploring Elementary Science Methods Course Contexts to Improve Preservice Teachers' NOS of Science Conceptions and Understandings of NOS Teaching Strategies

ERIC Educational Resources Information Center

Akerson, Valarie L.; Weiland, Ingrid; Rogers, Meredith Park; Pongsanon, Khemmawaddee; Bilican, Kader

2014-01-01

We explored adaptations to an elementary science methods course to determine how varied contexts could improve elementary preservice teachers' conceptions of NOS as well as their ideas for teaching NOS to elementary students. The contexts were (a) NOS Theme in which the course focused on the teaching of science through the consistent teaching…

The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

NASA Astrophysics Data System (ADS)

Abualrob, Marwan M. A.; Gnanamalar Sarojini Daniel, Esther

2013-10-01

This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second, using this list, ninth grade science textbooks and curriculum document contents were analyzed. Third, based on this content analysis, a possible list of 71 learning objectives for the integration of STS elements was prepared. This list of learning objectives was refined by using a two-round Delphi technique. The Delphi study was used to rate and to determine the consensus regarding which items (i.e. learning objectives for STS in the ninth grade science textbooks in Palestine) are to be accepted for inclusion. The results revealed that of the initial 71 objectives in round one, 59 objectives within round two had a mean score of 5.683 or higher, which indicated that the learning objectives could be included in the development of STS modules for ninth grade science in Palestine.

Science as Experience, Exploration, and Experiments: Elementary Teachers' Notions of "Doing Science"

ERIC Educational Resources Information Center

Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B.

2017-01-01

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science--both in and out of schools--throughout their lives. Our work uses…

Developing an E-Textbook for the Consumer and Family Sciences Classroom: Challenges and Rewards

ERIC Educational Resources Information Center

Coussement, Martha A.; Johnson, Shannon; Goodson, Ludwika Aniela

2016-01-01

This article describes the self-publishing journey, challenges and methods of development, impact, the value of a self-published e-textbook in tenure decisions, and recommendations. This journey led to the self-publishing of an e-textbook for iPad® delivery at a Midwest university for a course on electronic distribution and hotel management in the…

The Transfer of Chemical Knowledge: The Case of Chemical Technology and Its Textbooks

ERIC Educational Resources Information Center

Lundgren, Anders

2006-01-01

This paper is a study of textbooks in chemical technology in Sweden during the industrialisation in the 19th century. In this period, teaching in technological education in general became more and more founded on science. However, there existed very few textbooks in chemical technology, and it is argued that the reason was that the essentials of…

A Postcolonial Discourse Analysis of Finnish School Textbooks: Learning about the World from a Tourist Perspective

ERIC Educational Resources Information Center

Mikander, Pia; Zilliacus, Harriet

2016-01-01

In this article, we ask how Finnish basic education school textbooks in social science portray tourism and countries with a big tourism sector. We have analyzed the textbook quotes from a postcolonial perspective, using discourse theory analysis. The idea is to challenge what is considered objective information about tourist locations in school…

The Portrayal of Industrial Melanism in American College General Biology Textbooks

NASA Astrophysics Data System (ADS)

Fulford, Janice Marie; Rudge, David Wÿss

2016-08-01

The phenomenon of industrial melanism (IM) became widely acknowledged as a well-documented example of natural selection largely as a result of H.B.D. Kettlewell's pioneering research on the subject in the early 1950s. It was quickly picked up by American biology textbooks starting in the early 1960s and became ubiquitous throughout the 1970s, 1980s and 1990s. While recent research on the phenomenon broadly supports Kettlewell's explanation of IM in the peppered moth, which in turn has strengthened this example of natural selection, textbook IM entries have actually declined in recent years in favor of other examples. In a previous paper, we drew attention to the pivotal role visual aspects played in the introduction of IM into (and its subsequent removal from) textbook accounts. The present article continues this investigation by analyzing textual passages on industrial melanism within a stratified random sample of textbooks from the 1960s to the 2000s. The fact that this example of natural selection was included by multiple publishers independently, in a short period of time, makes it uniquely qualified for a textbook study of this kind. The purpose of the present project was to determine whether these textbooks contain what has come to be known as the standard peppered moth story. Three complete series were also inspected for change across time. Our analysis focused on (1) the amount of text devoted to industrial melanism; (2) what specific science content elements were present; and (3) what, if any, nature of science (NOS) aspects were included. The study documents an increase in the amount of text devoted to industrial melanism over the decades. In spite of this increase, only modest changes in science content and NOS aspects were found.

Modern Functions of a Textbook on Social Sciences and Humanities as an Informational Management Tool of University Education

ERIC Educational Resources Information Center

Nikonova, Elina I.; Sharonov, Ivan A.; Sorokoumova, Svetlana N.; Suvorova, Olga V.; Sorokoumova, Elena A.

2016-01-01

The relevance of the study is conditioned by the changes in the content of socio-humanitarian education, aimed at the acquisition of knowledge, the development of tolerance, civic and moral education. The purpose of the paper is to identify the modern functions of a textbook on social sciences and humanities as an informational management tool of…

Spanish Migrants in Basque Social Science Textbooks from the Late Franco Era to the Transition to Democracy

ERIC Educational Resources Information Center

Delgado, Ander

2017-01-01

In this article I explore the ways in which migrants from other parts of Spain to the Basque Country are portrayed in Basque social science textbooks published in the Basque Country between the end of Franco's dictatorship and the period of the transition to democracy. I elucidate the role attributed to immigrants, who were culturally and…

To What Extent Do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

ERIC Educational Resources Information Center

Calado, Florbela M.; Scharfenberg, Franz-Josef; Bogner, Franz X.

2015-01-01

Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students' scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature…

A Rational Reconstruction of the Kinetic Molecular Theory of Gases Based on History and Philosophy of Science and Its Implications for Chemistry Textbooks.

ERIC Educational Resources Information Center

Niaz, Mansoor

2000-01-01

Describes a study that was designed to develop a framework for examining the way in which chemistry textbooks describe the kinetic theory and related issues. The framework was developed by a rational reconstruction of the kinetic molecular theory of gases based on historians and philosophers of science. (Contains 102 references.)(Author/LRW)

Using Citizen Science to Engage Preservice Elementary Educators in Scientific Fieldwork

ERIC Educational Resources Information Center

Scott, Catherine M.

2016-01-01

Preservice elementary teachers' lack of confidence in teaching science is an ongoing concern. Only 29% of elementary teachers in the field felt "very well prepared to teach life science," according to the National Survey of Science and Mathematics Education. Research has suggested that bridging informal and formal science education can…

Rethinking the Elementary Science Methods Course: A Case for Content, Pedagogy, and Informal Science Education.

ERIC Educational Resources Information Center

Kelly, Janet

2000-01-01

Indicates the importance of preparing prospective teachers who will be elementary science teachers with different methods. Presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course. Discusses the impact student knowledge and understanding of science and student attitudes has on…

Implementing Elementary School Next Generation Science Standards

ERIC Educational Resources Information Center

Kennedy, Katheryn B.

2017-01-01

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The…

Ideology and 'A' Level Economics Textbooks.

ERIC Educational Resources Information Center

Webster, Angela

1978-01-01

Reviews economics textbooks frequently used in college level economics courses in England to determine the extent of bias. Topics analyzed include economics as science and ethics, profits, advertising, economic objectives, perfect competition, and nationalized industries. (Author/DB)

The Effects of Activity-Based Elementary Science Programs on Student Outcomes and Classroom Practices: A Meta Analysis of Controlled Studies.

ERIC Educational Resources Information Center

Bredderman, Ted

A quantitative synthesis of research findings on the effects of three major activity-based elementary science programs developed with National Science Foundation support was conducted. Controlled evaluation studies of the Elementary Science Study (ESS), Science-A Process Approach (SAPA), or The Science Curriculum Improvement Study (SCIS) were used…

Factors in life science textbooks that may deter girls' interest in science

NASA Astrophysics Data System (ADS)

Potter, Ellen F.; Rosser, Sue V.

In order to examine factors that may deter girls' interest in science, five seventh-grade life science textbooks were analyzed for sexism in language, images, and curricular content, and for features of activities that have been found to be useful for motivating girls. Although overt sexism was not apparent, subtle forms of sexism in the selection of language, images, and curricular content were found. Activities had some features useful to girls, but other features were seldom included. Teachers may wish to use differences that were found among texts as one basis for text selection.

Why has the bohr-sommerfeld model of the atom been ignoredby general chemistry textbooks?

PubMed

Niaz, Mansoor; Cardellini, Liberato

2011-12-01

Bohr's model of the atom is considered to be important by general chemistry textbooks. A major shortcoming of this model was that it could not explain the spectra of atoms containing more than one electron. In order to increase the explanatory power of the model, Sommerfeld hypothesized the existence of elliptical orbits. This study has the following objectives: 1) Formulation of criteria based on a history and philosophy of science framework; and 2) Evaluation of university-level general chemistry textbooks based on the criteria, published in Italy and U.S.A. Presentation of a textbook was considered to be "satisfactory" if it included a description of the Bohr-Sommerfeld model along with diagrams of the elliptical orbits. Of the 28 textbooks published in Italy that were analyzed, only five were classified as "satisfactory". Of the 46 textbooks published in U.S.A., only three were classified as "satisfactory". This study has the following educational implications: a) Sommerfeld's innovation (auxiliary hypothesis) by introducing elliptical orbits, helped to restore the viability of Bohr's model; b) Bohr-Sommerfeld's model went no further than the alkali metals, which led scientists to look for other models; c) This clearly shows that scientific models are tentative in nature; d) Textbook authors and chemistry teachers do not consider the tentative nature of scientific knowledge to be important; e) Inclusion of the Bohr-Sommerfeld model in textbooks can help our students to understand how science progresses.

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First

NASA Astrophysics Data System (ADS)

Marco-Bujosa, Lisa; Levy, Abigail Jurist; McNeill, Katherine

2018-01-01

Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher's understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee's (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher's identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.

What Are the Effects of Teaching Experience on In-Service Elementary Science Teachers' Conceptions of the Nature of Science?

ERIC Educational Resources Information Center

Akarsu, Bayram

2007-01-01

This study investigates relationships between understanding of nature of science and four key factors elementary science teachers possess, which are: (1) Their specializations in different science areas (Physics, chemistry, and biology), (2) Gender issues, (3) How long they have been teaching in elementary school environments, (4) Their…

Improving Elementary Science Education in a Developing Country: A Case Study From Fiji

ERIC Educational Resources Information Center

Taylor, Neil; Maiwaikatakata, Tema; Biukoto, Emele; Suluma, Wili; Coll, Richard K.

2008-01-01

Improved science education is seen as an important goal for many developing countries. The role of elementary science is of particular importance, given that research has shown a high correlation between economic growth and the time spent on elementary science education. However, the teaching of science in many developing countries is dominated by…

Transforming Beliefs and Practices: Elementary Teacher Candidates' Development through Shared Authentic Teaching and Reflection Experiences within an Innovative Science Methods Course

ERIC Educational Resources Information Center

Naidoo, Kara

2013-01-01

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching…

Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

ERIC Educational Resources Information Center

Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

2014-01-01

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

Caught in the Balance: An Organizational Analysis of Science Teaching in Schools with Elementary Science Specialists

ERIC Educational Resources Information Center

Marco-Bujosa, Lisa M.; Levy, Abigail Jurist

2016-01-01

Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model…

A Comparison of Biologic Content in Three Elementary-School Science Curriculum Projects: ESS, S-APA, SCIS

ERIC Educational Resources Information Center

Simpson, Ronald D.

1974-01-01

Three elementary school science curriculum projects, Elementary Science Study (ESS), Science - A Process Approach (S-APA), and Science Curriculum Improvement Study (SCIS), are compared concerning the biologic content each project contains. The reviewer found a lack of activities designed to represent functions at the cellular level. Two projects…

Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

ERIC Educational Resources Information Center

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-01-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results…

Approximations of Practice in the Preparation of Prospective Elementary Science Teachers

ERIC Educational Resources Information Center

Nelson, Michele M.

2011-01-01

Elementary teacher education involves learning to teach science. Even in elementary school, teaching science is demanding work--teachers must orchestrate a complex set of teaching practices to support students' science learning. This dissertation examines the application of Grossman and colleagues' (2009) cross-professional learning framework,…

Wonder as a Tool to Engage Preservice Elementary Teachers in Science Learning and Teaching

ERIC Educational Resources Information Center

Gilbert, Andrew; Byers, Christie C.

2017-01-01

This exploratory project considers the use of "wonder" as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously…

Resources and References for Earth Science Teachers

ERIC Educational Resources Information Center

Wall, Charles A.; Wall, Janet E.

1976-01-01

Listed are resources and references for earth science teachers including doctoral research, new textbooks, and professional literature in astronomy, space science, earth science, geology, meteorology, and oceanography. (SL)

Textbooks of Doubt: Using Systemic Functional Analysis to Explore the Framing of Climate Change in Middle-School Science Textbooks

ERIC Educational Resources Information Center

Román, Diego; Busch, K. C.

2016-01-01

Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade…

The Historical Evolution of Knowledge of the Universe: Errors in Secondary Education Textbooks in Spain

ERIC Educational Resources Information Center

Rodriguez, Uxio Perez; Lires, Maria Alvarez; Solino, Jorge Prieto

2008-01-01

This article analyzes how science textbooks used in secondary education (ages 12 and 13) in Spain have treated the subject of the historical evolution of the Universe. We have discovered many very important errors in the different textbooks that we reviewed. We focus on the errors that are committed most frequently. (Contains 1 table and 1 note.)

Considerations of multicultural science and curriculum reform: A content analysis of state-adopted biology textbooks in Florida

NASA Astrophysics Data System (ADS)

Delgato, Margaret H.

The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by comparing the mainstream content to indigenous knowledge perspectives portrayed in the student and teacher editions of 34 textbooks adopted in Florida within the last four adoption cycles occurring from 1990 to 2006. The investigation involved a content analysis framed from a mixed methods approach. Emphasis was placed, in consideration of the research questions and practicality of interpreting text with the potential for multiple meanings, within qualitative methods. The investigation incorporated five strategies to assess the extent of multicultural content: (1) calculation of frequency of indigenous representations through the use of a tally; (2) assessment of content in the teacher editions by coding the degree of incorporation of multicultural content; (3) development of an archaeology of statements to determine the ways in which indigenous representations were incorporated into the content; (4) use of the Evaluation Coefficient Analysis (ECO) to determine extent of multicultural terminologies within content; and (5) analysis of visuals and illustrations to gauge percentages of depictions of minority groups. Results indicated no solid trend in an increase of inclusion of multicultural content over the last four adoption cycles. Efforts at most reduced the inclusion of indigenous representations and other multicultural content to the level of the teacher edition distributed among the teacher-interleafed pages or as annotations in the margins. Degree of support of multicultural content to the specific goals and objectives remained limited across all four of the adoption cycles represented in the study. Emphasis on standardized testing appeared in the six textbooks representing the most recent adoption cycle. Recommendations included increased efforts to identify quality of content by including input from scholars in the field of multicultural education as well as indigenous peoples in the creation of textbook content. Recommendations also included further clarification of the definition of science within multicultural science education frameworks, indigenous knowledge as compared to Western science and pseudoscienc e, and scientific literacy as a central focus to a multicultural science education meant to address the needs of an increasingly diverse student population and prime-age workforce.

A Reconstruction of Development of the Periodic Table Based on History and Philosophy of Science and Its Implications for General Chemistry Textbooks

ERIC Educational Resources Information Center

Brito, Angmary; Rodriguez, Maria A.; Niaz, Mansoor

2005-01-01

The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college-level general chemistry textbooks with respect to the presentation of the…

A Longitudinal Analysis of the Extent and Manner of Representations of Nature of Science in U.S. High School Biology and Physics Textbooks

ERIC Educational Resources Information Center

Abd-El-Khalick, Fouad; Myers, John Y.; Summers, Ryan; Brunner, Jeanne; Waight, Noemi; Wahbeh, Nader; Zeineddin, Ava A.; Belarmino, Jeremy

2017-01-01

This study assessed the (i) ways in which, and extent to which, several aspects of nature of science (NOS) are represented in high school biology and physics textbooks in the United States (U.S.); (ii) extent to which these representations have changed over the course of several decades; and (iii) relative impact of discipline, and textbook…

Investigation of Environmental Topics in the Science and Technology Curriculum and Textbooks in Terms of Environmental Ethics and Aesthetics

ERIC Educational Resources Information Center

Lacin Simsek, Canan

2011-01-01

In order to solve environmental problems, it is thought that education should be connected with values. For this reason, it is emphasized that environmental issues should be integrated with ethical and aesthetic values. In this study, 6th, 7th and 8th grade science and technology curriculum and textbooks were investigated to find out how much…

Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

NASA Astrophysics Data System (ADS)

Naughton, Wendy

In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

ESCOLEX: a grade-level lexical database from European Portuguese elementary to middle school textbooks.

PubMed

Soares, Ana Paula; Medeiros, José Carlos; Simões, Alberto; Machado, João; Costa, Ana; Iriarte, Álvaro; de Almeida, José João; Pinheiro, Ana P; Comesaña, Montserrat

2014-03-01

In this article, we introduce ESCOLEX, the first European Portuguese children's lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children's grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009-1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156-166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children's developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases .

Otros amigos, otras culturas: Libro de lectura 2, nivel 2 (Other Friends, Other Cultures: Reader 2, Level 2).

ERIC Educational Resources Information Center

Martinez, Emiliano; And Others

This reading textbook was designed for the elementary school Spanish-speaking student. It contains short passages which provide an initiation into knowledge of other countries and ways of life to encourage development of the senses of friendship, curiosity, and solidarity. See FL 004 069 for the accompanying workbook. (Author/SK)

"Na Wahine Mana": A Postcolonial Reading of Classroom Discourse on the Imperial Rescue of Oppressed Hawaiian Women

ERIC Educational Resources Information Center

Kaomea, Julie

2006-01-01

"White men are saving brown women from brown men." Gayatri Spivak suggests that this phrase is for her as fundamental for an investigation of colonial dynamics as Freud's formulation "a child is being beaten" was for his inquiry into sexuality. Through a deconstructive interrogation of elementary Hawaiian history textbooks, Hawaiian studies…

An Investigation of Turkish Elementary Social Studies Textbooks in Terms of Social Emotional Learning

ERIC Educational Resources Information Center

Usakli, Hakan

2017-01-01

Social emotional learning (SEL) is very important to the well-being of students and their academic achievement in school. The purpose of this study was to search any relation between social studies text books [SSTB] and social emotional learning. This study was conducted as a qualitative study. 9 SSTBs were investigated by 21 fourth grade…

Representations of Technology in the "Technical Stories" for Children of Otto Witt, Early 20th Century Swedish Technology Educator

ERIC Educational Resources Information Center

Axell, Cecilia; Hallström, Jonas

2013-01-01

Children's fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to…

Lesson Plans for Dynamic Physical Education for Elementary School Children. Second Edition.

ERIC Educational Resources Information Center

Pangrazi, Robert P.; Dauer, Victor P.

These lesson plans are designed to be used with the textbook of the same title. Each lesson plan is broken into four activity parts. The four parts and their major purposes in the scheme of the lesson are as follows: (1) introductory activity; (2) fitness development activity; (3) lesson focus activities; and (4) game activity. The material and…

Weather: A Learning Center Approach to the Teaching of Social Studies. Instructional Activities Series.

ERIC Educational Resources Information Center

Bravard, Peggy

This unit, one in a series of teacher-developed materials for elementary geography, is based on a part of a social studies textbook, "Topics of Life," Book Two. One section proposes a learning center environment to make learning experiences in social studies possible throughout the entire school day. The text's section has been expanded for this…

Preparing Pre-Service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks

ERIC Educational Resources Information Center

Mann, David A.

2016-01-01

Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a…

Can Animations Effectively Substitute for Traditional Teaching Methods? Part II: Potential for Differentiated Learning

ERIC Educational Resources Information Center

Gregorius, Roberto Ma.; Santos, Rhodora; Dano, Judith B.; Gutierrez, Jose J.

2010-01-01

Animations were prepared using Adobe Flash MX and tested on elementary (3rd-5th grade) and secondary chemistry students. A pre- and post-test study was used to compare the learning gains of students who received the animations with those who received textbook reading time and discussion in class. The control and experimental groups were further…

Teaching about Religion in Elementary School: The Experience of One Texas District

ERIC Educational Resources Information Center

Ayers, Samuel J.; Reid, Shelly

2005-01-01

The mere mention of the terms religion and public education in the same sentence has both educators and parents gasping aloud. Moreover, although most state adopted sixth-grade textbooks contain a fair amount of content on the world's religions, but it is also true that many social studies teachers choose to omit that content. Black (2003, 4)…

The Evaluation of the Treatment of Egypt in American Primary and Secondary School Literature. Final Report.

ERIC Educational Resources Information Center

Ziadeh, Farhat J.; Allen, Calvin H.

In this study of the treatment of Egypt in elementary and secondary school literature, the content of 109 textbooks and 180 supplementary works is analyzed and evaluated and recommendations for specific corrections and additions are presented. The purpose is to alert the authors of educational materials and teachers about the imperfections in…

Seeing things through science eyes: A case study of an exemplary elementary teacher

NASA Astrophysics Data System (ADS)

Foster, Andrea Susan

Science-eyed elementary teachers exhibit relentless passions for replacing traditional teaching with realistic, integrated, responsible instruction with science at its core. The purpose of this study was to explore an exemplary elementary teacher's thinking about science and how it serves as a vehicle for the learning that occurs in her primary classroom. Two research questions were investigated in this study. First, what does it mean for an exemplary elementary teacher to view all learning with science eyes? Second, in what ways does the science-oriented elementary teacher use her knowledge of science content, pedagogy, and practical experience to structure her students' learning and her classroom teaching? A naturalistic methodology was employed in this research effort. Classroom observations, teacher interviews, documents, and selected artifacts were analyzed using a constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) and the analysis tools of HyperRESEARCH (1994) in an effort to unravel the complex, intuitive knowledge of a nationally recognized first grade teacher. Data analyses provided insightful information about this exceptional teacher and how she organizes, plans, and implements effective lessons that integrate science with all subject areas. Four direct observation themes, Best Practice, Just Like a Scientist, Integrating Curriculum - A Balancing Act, and Expert Pedagogy, and six interview themes, Curriculum - What to Teach?, Instruction - How to Teach, Knowing Students, Getting Stuff, Professionalism, and Reflective Practitioner, emerged from independent analyses of two data sets. Three overall themes, Head, Heart, and Hands of an Exemplary Science Elementary Teacher, emerged from a convergent content analysis. The themes provide the foundation for a proposed model of an expert science pedagogue. Ten portrait-like, impressionistic, vignettes are included in this unique study to capture the spirit of the science-eyed elementary teacher's outstanding work in her first-grade classroom. Conclusions indicate that an in-depth knowledge and genuine passion for science, students, and teaching drives science-eyed teachers. The science-eyed elementary teacher organizes curriculum and instruction with scientific principles and skills of inquiry in mind. She improvises lessons to meet students' needs and interests in science. The science-eyed elementary teacher seeks out other science-eyed teachers. She is unique, inventive, and self aware.

STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards

ERIC Educational Resources Information Center

Isabelle, Aaron D.

2017-01-01

For students to achieve the goals of the Next Generation Science Standards (NGSS) by Grade 12, thinking and acting like scientists and engineers must begin in the elementary grades. However, elementary teachers may find this challenging -because language arts and mathematics still dominate many classrooms--often at the expense of science. This…

Elementary Teachers' Beliefs about Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science

ERIC Educational Resources Information Center

Milner, Andrea R.; Sondergeld, Toni A.; Demir, Abdulkadir; Johnson, Carla C.; Czerniak, Charlene M.

2012-01-01

The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the…