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1.
Karel Vojíř 《International Journal of Science Education》2019,41(11):1496-1516
The number of science education research papers has been rapidly rising in recent years. This number has been particularly influenced by researchers from non-English speaking countries who contribute to the field. With this number of papers, literature reviews gain in importance as they help researchers more easily orient themselves in problem areas. The authors of this study present a literature review on science textbook research. The importance of textbooks in education is indisputable, yet research in this field is surprisingly unbalanced between particular regions or states. In this paper, a review of 183 papers published between 2000 and 2018, indexed to the Web of Science database, is introduced. The results show that researchers in Europe and the USA focus on textbook research more than researchers elsewhere in the world. The textbooks most frequently researched on are science books for secondary schools. Textbook research consists mostly of analysing learning concepts and how concepts are integrated, non-textual elements in textbooks, visual representations, learning content or learning text analysis. 相似文献
2.
This article addresses the issue of the level of complexity of practical work in science curricula and is focused on the discipline of Biology and Geology at high school. The level of complexity is seen in terms of the emphasis on and types of practical work and, most importantly, in terms of its level of conceptual demand as given by the complexity of scientific knowledge, the degree of inter-relation between knowledges, and the complexity of cognitive skills. The study also analyzes recontextualizing processes that may occur within the official recontextualizing field. The study is psychologically and sociologically grounded, particularly on Bernstein’s theory of pedagogic discourse. It uses a mixed methodology. The results show that practical work is poorly represented in the curriculum, particularly in the case of laboratory work. The level of conceptual demand of practical work varies according to the text under analysis, between the two subjects Biology and Geology, and, within each of them, between general and specific guidelines. Aspects studied are not clearly explicated to curriculum receivers (teachers and textbooks authors). The meaning of these findings is discussed in the article. In methodological terms, the study explores assumptions used in the analysis of the level of conceptual demand and presents innovative instruments constructed for developing this analysis. 相似文献
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4.
Vasiliki Spiliotopoulou-Papantoniou Anthi Karatrantou Chris Panagiotakopoulos Gerasimos Koustourakis 《Education and Information Technologies》2009,14(3):205-227
Our research is concerned with the visual representations found in textbooks used for the teaching of the Internet in Greek
secondary schools. Visualization, as both the product and the process of creation, interpretation and reflection upon pictures
and images, is considered here to be very important, as it is the only way students gain insight into the nature and function
of the Internet, its size, complexity and invisibility. Initially, we attempted to analyze and reflect upon school textbooks’
visual interpretations of the Internet. A scheme of categories of visual representations has been identified and reveals the
characteristics of the textbooks’ representations as well as their limitations. Sketch-comics and computer snap-shots are
the more popular types of Vrep, although a considerable number of them cannot be characterized as accurate and few of them
have an explanatory or complementary function in terms of the content presented in the text. We have also explored the impact
on students’ readings of two visual representations in one of the textbooks, used without any caption or textual information.
The phenomenological aspects of the VRep seem to attract students’ attention and create obstacles in conceptualizing the main
idea conveyed in both representations, but when the field of ICT is implied and not clearly portrayed in the VRep, students
face serious problems in recognizing the phenomenon. It seems that it is difficult for an image on its own to paint a thousand
words. 相似文献
5.
ABSTRACTFor some time now, images in science have been an object of study in the history of science. The multiple roles that images play in scientific practice have been recognised and discussed. However, little attention has been given to science related images in educational contexts. The case of geology is all the more relevant because it is considered that it has a specific visual language that is intrinsic to its own constitution as a science. This work aims to contribute to counter this situation through the analysis of geology-related images present in textbooks for Portuguese secondary education in the period between 1836 and 1974. Temporal limits correspond to the creation of secondary education in Portugal and to the end of the Estado Novo. For this period, five textbooks were chosen and their images analysed. The place of geological subjects in the context of science teaching in Portuguese secondary education was also traced. The interpretation of the results shows that images present in textbooks had other purposes besides introducing students to the typical visual language of geology. In fact, one of their main intentions was to “shape” the student’s mind into a “rational way of thinking”. 相似文献
6.
Rea Lemoni Ageliki Lefkaditou Anastasia G. Stamou Dimitrios Schizas George P. Stamou 《Research in Science Education》2013,43(1):117-140
This paper explores the function of the visual syntax of images in Greek primary school textbooks. By using a model for the formal analysis of the visual material, which will allow us to disclose the mechanisms through which meanings are manifested, our aim is to investigate the discursive transition relating to the view of nature and the human-nature relationship between two series of natural science textbooks. The model is applied to a total of 635 pictures; 434 coming from the old series of textbooks introduced in the early 1980s and 201 from the new introduced in 2006. The results show that a) no differences in the codes of the visual representation of nature or human-nature relationship were recorded between the two series of textbooks, b) the environmental rhetoric mediated by the pictorial material of the textbooks appears closer to its lay counterpart than to scientific rhetoric, c) both series of textbooks favor a viewer-picture relation which diverges from the epistemological (subject/object) ideas of the romantic worldview and comes closer to the baroque one that depicts the world as non-linear and disconnected, while gives more freedom to the viewer to proceed to subjective interpretations. Thus, we assert that the baroque approach adopted by both series of textbooks does not aim at the initiation of students to the highly conventionalized ways of expression, and ultimately to the formalized and scientific rhetoric. On the contrary, within a constructionist context, the textbooks’ visual mode allows students to equally share power with a quite familiar world. 相似文献
7.
Ana Amuchástegui Herrera 《Sex education》2013,13(3):259-277
As is now widely established, sexuality is a historically and culturally specific social construction. In Mexico, such construction has been dominated by different institutions and discourses at different times. From pre-Hispanic times to today, this article traces the ideas that main institutions, like the Catholic Church, have ingrained in Mexican sexual culture and shows how they have changed over time. At present, sexuality has become a contested arena?like never before?in which very diverse discourses contend for hegemony. Formal sex education has not been alien to this debate, in which religion, medicine, gender equity discourses and ethics seem to have a differential input in curricula and textbooks. This article discusses the expression of this tension in formal sex education in Mexico. 相似文献
8.
In recent decades, there has been a growing interest in the integration of moral values into language textbooks. This study aims to examine the inclusion of moral values in primary school language textbooks used in a multicultural country, specifically Indonesia. We conducted a critical discourse analysis adopting Martin and White’s (2005) language appraisal theory, Kress and van Leuween’s (2006) visual grammar theory, and Smetana’s (2006) social domain theory (social constructivism) to elucidate the verbal and visual representations of moral values in Indonesian primary school English language (EL) textbooks. The findings show that helping others, being friendly and polite, and tolerance are the most dominant moral values discursively depicted in three primary school EL textbooks in the present study. This suggests that those three values are socioculturally ingrained in Indonesian culture. 相似文献
9.
Eugene L. Chiappetta David A. Fillman 《International Journal of Science Education》2013,35(15):1847-1868
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 Approach (Kendall/Hunt), BSCS Biology—An Ecological Approach (Kendall/Hunt), Biology—The Dynamics of Life (Glencoe), Modern Biology (Holt), and Prentice Hall Biology (Prentice Hall). The same six chapters or sections were analyzed in each textbook, which were the methods of science, cells, heredity, DNA, evolution, and ecology. A scoring procedure was used that resulted, for the most part, in good intercoder agreement with Cohen’s kappa values ranging from 0.36–1.00. The five recently published biology textbooks in the United States have a better balance of presenting biology with respect to the four themes of science literacy used in this research than those analyzed 15 years ago, especially with regard to devoting more text to engaging students in finding out answers, gathering information, and learning how scientists go about their work. Therefore, these biology textbooks are incorporating national science education reform guides that recommend a more authentic view of the scientific enterprise than similar textbooks used 15 years ago. 相似文献
10.
This study addresses measurement issues around a standards-based content analysis of mathematics textbooks’ coverage of standards for use in large-scale monitoring of standards implementation as proposed in a 2013 report by the National Research Council. An earlier study produced an exhaustive content analysis of textbooks using the 2012 Common Core State Standards for Mathematics. This yielded an accurate and reliable portrait of a textbook's coverage of standards. However, such an in-depth analysis is not feasible for large-scale standards-implementation monitoring in which a large number of textbooks may need to be analyzed. To provide such a portrait with sufficient accuracy while also substantially reducing the associated resources needed to produce such a portrait, a simulation study was conducted with the exhaustively coded database to compare different sampling schemes. Results indicated that sampling 1 day from each week and coding the corresponding lessons led to sufficiently accurate representations of the overall content of the textbook. The results provide empirical evidence for large-scale standards-based content analyses of mathematics textbooks for monitoring standards implementation which could be adapted for other subject areas. 相似文献
11.
This paper examines gender biases in school textbooks after a decade long effort by the ministry of education (MoE) Pakistan and international organisation (IOs) to eliminate all forms of gender inequality in education. The intention underpinning these initiatives was to nurture a view of gender equality based consciousness through the introduction of more positive gendered images into school textbooks in Pakistan. However, the study discussed in this paper discovered that schools textbooks are still embedded with gender-biased messages and stereotypical representations of male and females. Gender biases in 24 textbooks (Urdu, English and Social Studies) from class 1 to 8 were analysed with the help of a qualitative content analysis approach. The paper draws attention to the insouciant approach taken by the MoE and IOs towards the goal of gender equality. The study found that, despite the prevailing claims of achievements, the new textbooks are ideologically invested – and contribute to the perpetuation of gender inequality. In this context, the gender blindness of the curriculum designers and textbook authors is a matter of serious concern. 相似文献
12.
David Wÿss Rudge 《Science & Education》2003,12(3):261-287
H.B.D. Kettlewell's investigations on the phenomenon of industrial melanism are generally referred to in textbooks and other popularizations of science as the classic demonstration of natural selection (Majerus 1989). A central question for historians of this episode is accounting for why public perceptions of the importance of Kettlewell's work have diverged from those of researchers who actually work on the phenomenon. In a recent paper published in Biology and Philosophy, Joel Hagen draws attention to the role Kettlewell and his colleagues played in idealizing his investigations as an example of controlled experimentation in their several retrospective popular accounts. The present essay discusses the important role photographic and film depictions of differential bird predation played in Kettlewell's popularizations. This analysis supports Hagen's contentions that Kettlewell deftly and strategically used these visual representations to command assent to his interpretation of the phenomenon and shore up claims about the scientific legitimacy and importance of his work. It nevertheless disputes that these images were intended to portray Kettlewell's experiments as an example of controlled experimentation. In a concluding section, the essay draws several morals from this analysis regarding the use of popularized articles and visual images to teach science. 相似文献
13.
Liz Taylor 《课程研究杂志》2017,49(5):683-702
Teaching demands engagement with a diverse world. When teaching about distant places, school textbooks commonly employ mediation devices of comparison, contrast and narratives of change. To what extent are such pedagogical strategies inherently othering? This question is addressed in the context of representations of Japan in English geography textbooks from 1850 to 2000. A process of detailed qualitative analysis was applied to the books, focussing on language structures, but also considering visual elements. Although the nature of comparison and change narratives varied over time, there was an enduring power dynamic within their construction. It is important to recognize this dynamic because of the widespread use of such taken-for-granted strategies. This is relevant not only to geography education but to any discipline in which the world is represented. Can other ways of constructing the world offer an alternative approach? 相似文献
14.
近二十余年,我国学前教育学教材建设取得了可喜的成绩。但到目前为止,尚无人专门对我国近二十年来的学前教育学教材作一专门研究。采用内容分析法对我国学前教育学教材建设进行纵向研究和比较研究,结果表明,二十年来学前教育学教材建设具有四个特点：学前教育学教材以合著为主,独著为辅;学前教育学教材涉及的主题广泛性有余,集中度不够;学前教育学教材的学科意识初现,研究有待展开;学前教育学教材的学术水平有待提高,学术服务意识需要加强。高校学前教育学课程论亟待成为一个被关注和研究的领域。 相似文献
15.
Elena Jerves Silvia López Cecilia Castro William Ortiz María Palacios Peter Rober 《Sex education》2014,14(1):14-27
Parents' contribution to sex education is increasingly receiving research attention. This growing interest stems from recognition of the influence that parental attitudes may have both on young people's sexual attitudes and behaviour, and on school-based sex education. Studies regarding parental attitudes towards sexuality are, however, still rare. The two main objectives of this study were to explore parental views about sexuality and to understand parental attitudes towards sex education. Four focus group discussions were conducted with parents from high schools in Cuenca, Ecuador. Data were analysed using thematic analysis. The study revealed that parents held a restricted view about sex education, grounded in traditional religious ideas about sexuality, which led parents to understand it as a morally and physically dangerous activity. Although parents expressed a willingness to make good quality sex education available to their children, they reported having insufficient personal resources to fulfil that objective. The results of this study provide important information about the need to develop and adapt sex education to each specific cultural context, thereby confirming the importance of knowing about the cultural traditions and religious beliefs that may form obstacles to effective sex education for young people in Ecuador. 相似文献
16.
Maaike E. Prangsma Carla A. M. Van Boxtel Gellof Kanselaar 《Instructional Science》2008,36(2):117-136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value
of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning
outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations
integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four
history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations
integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses
for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent
to which pupils verbally integrate textual and visual information differs for the four different tasks. 相似文献
17.
Hussam Hussein 《The Journal of environmental education》2018,49(3):260-271
This article investigates the representation of water scarcity in Jordanian textbooks to understand its role on improving education on environmental sustainability. People's understanding of an issue guides their actions toward finding and implementing appropriate solutions to what they perceive as a problem. Discourses are key in constructing people's understanding of issues, in this case, water scarcity. This article shows the role of textbooks and of the educational system in constructing a discourse of water scarcity that frames the issue as due to nature, to neighboring countries, and to refugees. It then demonstrates how this framing opens and drives toward supply-side solutions and discusses to what extent the representations of water scarcity strive to achieve a better education on environmental sustainability. 相似文献
18.
Catherine Radtka 《Science & Education》2013,22(4):847-866
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 contexts and diachronic change. Thus I include a presentation of the contexts in which the textbooks I study are published, and I analyse textbooks content revealing different approaches to present the notion of temperature. I argue that these results show that textbooks are valuable sources to investigate public representations of science and their shift over time, and I conclude by stressing the parallel of this evolution with change in everyday relationship with science and scientific instruments. 相似文献
19.
Sherry L. Deckman Ellie Fitts Fulmer Keely Kirby Katharine Hoover Abena Subira Mackall 《Educational Studies A Journal of the American Educational Studies Association》2018,54(3):285-302
Textbooks are a multimillion dollar publishing business in the United States. Even as 21st-century classrooms become more multimodal, digital and hardcopy textbooks remain a key feature of American education. Consequently, classroom textbooks have been shown to control knowledge dissemination across the content areas. In particular, health texts have been uniquely shown to communicate values that validate or marginalize students and encourage healthy or harmful activity. Thus, what textbook makers choose to include as worthy of study, and how they portray various groups of people with regard to race, gender, and sexuality has societal implications. Employing quantitative and qualitative content analysis methods, we analyzed 1,468 images across elementary and middle school health textbooks to examine the portrayal of race, gender, and sexuality. We found that, although gender and racial diversity are well-represented in texts, women and people of color were frequently portrayed in stereotypical roles. For example, girls were depicted daydreaming about heterosexual marriage. Furthermore, this analysis revealed limited representations of sexuality. Findings suggest that focusing on the numerical representation of marginalized groups is not enough to address issues of equity and power in classroom curricula. Instead, we argue, educators must consider the ways in which people are positioned in curricular materials, and ask if portrayals perpetuate or challenge traditional stereotypes. 相似文献
20.
The purpose of this study was to assess the development and changes in preservice science teachers' subject matter and pedagogy knowledge structures as they proceeded through a professional teacher education program. Twelve secondary preservice science teachers were asked to create representations of their subject matter and pedagogy knowledge structures periodically (four times spanning the entirety of their subject-specific teacher education program) and participate in a videotaped interview concerning the eight knowledge structure representations immediately following student teaching. Qualitative analyses of knowledge structure representations and transcribed interviews within and between subjects were performed by one of the researchers and “blindly” corroborated by the other two researchers. Initial knowledge structure representations were typically linear and lacked coherence. Both types of knowledge structure representations were highly susceptible to change as a consequence of the act of teaching. Although there was some overlap between subject matter and pedagogy knowledge structures, they were reported to exert separate influences on classroom practice, with the pedagogy knowledge structure having primary influence on instructional decisions. Furthermore, the complexity of one's subject matter structure appeared to be a critical factor in determining whether the structure directly influences classroom practice. 相似文献