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Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Teaching and learning of nature of science (NOS) is an explicit goal in the core science curriculum in Norway. Yet there is little understanding of how the content of the current textbooks in certain educational pathways such as vocational training addresses NOS. Purpose: The aim of this study is to contribute to research on NOS in VET through exploring how the cognitive and epistemic aspects of NOS are addressed in end-of-chapter tasks in Norwegian science textbooks for vocational studies. Design and Methods: In this paper, we use a particular characterisation of NOS based on the Family Resemblance Approach (FRA) to investigate the cognitive-epistemic aspects of NOS in the science textbooks aimed at vocational education in Norway. The cognitive-epistemic aspects are about the aims and values, methods, practices, and knowledge in science. Three key textbooks have been selected and analysed with a focus on end-of-chapter tasks. Results: The results illustrate that NOS were almost absent in the tasks in all textbooks. Patterns across the coverage of NOS in the textbooks are discussed along with some implications for future studies. [ABSTRACT FROM AUTHOR]

International Women's Day highlights both women's achievements and ongoing efforts toward global gender equality. Gender disparities in science, technology, engineering, and mathematics (STEM) affect a country's innovation and ability to tackle global challenges. Therefore, recent national education policies have looked for ways to promote gender equality, particularly in the STEM subjects. One problem is that teaching materials often lack female representation and recognition of female achievements and contributions to STEM subjects, affecting how female students perceive science. The study examines how female students aged 15 to 18 are impacted by gender disparity in their physics teaching materials and what importance they place on female role models. It encompasses 20 group interviews with female students (n = 80) in Switzerland, which were analyzed using qualitative content analysis. Results show that, aside from Marie Curie, female scientists are largely unknown to female students, contributing to the perception of physics as a male domain. Female role models are crucial for fostering interest, motivation, and self-esteem in STEM subjects. However, internalized gender stereotypes and fears of negative reactions from male peers counter the demand for greater visibility of female scientists. Despite these challenges, most female students advocate for more female role models in STEM to inspire future generations of female students to pursue a STEM career and foster positive social change.

Curriculum planners contend that the Science-Technology-Society (STS) Approach in Science instruction is one pedagogical practice leading to students' scientific literacy development - the overarching goal of science education. This study assessed the treatment of STS themes in the Junior High School (JHS) science curriculum, as reflected in textbooks and practiced by science teachers. Twelve textbooks (from two commercial publishers and the State Textbook Bureau) were analyzed for their treatment of 12 STS themes. STS-related key concepts, terms, and illustrations were the units of analysis. Meanwhile, the teachers' treatment was assessed through self - and student assessment. Results showed that, as a whole, the STS themes emphasized in the textbooks and by the science teachers were consistent. The two STS themes most emphasized are "Human Health and Diseases" and "Air Quality and the Atmosphere." Conversely, "Nuclear Reactors" and "War Technology" are the topics least covered. There was a differential treatment of the STS themes in the three textbooks regarding the STS-related key concepts, keywords, and illustrations. The same differential treatment was observed across the four grade levels. The curriculum implementers (i.e., the science teachers) recommended proper treatments of the STS themes. Finally, a model was developed depicting the differential treatment of the STS themes in the junior high school curriculum.

The study aimed at revealing the extent to which the scientific competencies in the field of scientific knowledge of the Program for International Student Assessments (PISA) were included in the content of science textbooks in the intermediate stage. To achieve that, the researcher used a descriptive approach of content analysis. The study sample consisted of (12) science textbooks and teacher's guide for intermediate level students in Saudi Arabia for the academic year 1439/1440 AH. The researcher designed a card to analyze the content of science textbooks in the intermediate stage. The study identified a list of scientific competencies and their indicators that should be included in the content of science textbooks in the intermediate stage. It consisted of (3) scientific competencies, associated with (33) indicators. There are (26) indicators of scientific competencies available in the content of science textbooks in the intermediate stage. The science textbook for the first intermediate grade contained (40.9%) of scientific competencies; whereas the science textbook for the second intermediate grade contained (45.6%) of scientific competencies. Meanwhile, the science textbook for the third intermediate grade contained (13.5%) of scientific competencies. The adequacy of identifying the scientific cases was the most used one in the content of science textbooks in the intermediate stage with (40.5%), followed by the adequacy of explaining the phenomena scientifically with (38.6%), finally, the adequacy of providing scientific evidence with (20.9%). The results of the study also showed that there were some differences in the availability of the scientific competencies, which are included in the field of scientific knowledge of the Programme for International Student Assessments (PISA) in the content of science textbooks in the intermediate stage, based on the classroom variable. [ABSTRACT FROM AUTHOR]

This research aimed to develop a textbook on basic science concepts based on ethnoscience that is valid, practical, and effective. The research method was R&D and implemented five stages of the ADDIE model. The instrument used in this research is a local wisdom-based textbook validation sheet consisting of a material media, and language validation sheet. There are three experts as a validators according to their field of science, an ethnoscience-based textbook practicality sheet. This sheet serves to determine the practicality of valid textbook design and the effectiveness sheet for ethnoscience-based textbooks based on Natolu ethnoscience. The research results show that the average value of the validity test results for textbooks on basic science concept based on ethnoscience is 81.26% (valid). The effectiveness results show a score of 3.5, which means the textbook developed is included are effective. Based on those results, it can be conclude that the ethnoscience-based basic concept of science textbook is valid, effective, and practical so it is suitable for use in the learning process in the Basic Science course. [ABSTRACT FROM AUTHOR]

The use of English as a medium of instruction in the teaching of science and mathematics in the Dual Language Programme (DLP) in Malaysia is to increase students' exposure to English in developing English proficiency to meet globalisation needs. One of the main issues in the implementation of DLP is student readiness to learn science in English. This study examines the readability of primary school science textbooks using Text Inspector to ascertain the difficulty level of the English used. One unit from Year 1 to Year 6 of science textbooks were analysed. The analysis used two features of the Text Inspector: Lexis: EVP and Scorecard. The findings indicate that the language used in science textbooks is beyond CEFR level B2, which suggests that the readability exceeds the primary students' English proficiency, hence affecting their ability to comprehend the textbooks. In addition, the findings showed that the readability of the science textbooks does not differ much from Year 1 to Year 6. The study found that the readability of the science textbooks used in primary school is inappropriate; hence, proposes policy and pedagogical implications for teachers to support students learning of science in English. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to examine how and in what ways the dimensions of the nature of science are included in the 6th, 7th, and 8th grade science textbooks taught between 1926 and 2018 and to determine how these dimensions are represented in textbooks based on curricula shifts. In this study, a total of 24 textbooks allowed by the Ministry of National Education to be used in schools were examined by using the document analysis method. Textbooks were prepared according to the science curriculum published in 1926, 1948, 1968, 1992, 2000, 2004, 2013, and 2018. Textbooks were evaluated in eight dimensions, including empirical, inferential, tentative, creativity, social and cultural structure of scientific knowledge, theory-driven (subjectivity of scientific knowledge), myth of the scientific method, and the nature of theories and laws. The representation of the dimensions in the textbooks was determined by using the rubric developed by Abd-El Khalick, Waters and Le in Journal of Research in Science Teaching 45:835–855, 2008. As a result of the analyzes, it was concluded that the representation of the dimensions of the nature of science was inadequate in all examined textbooks. While most of the textbooks include empirical, inferential, and tentative dimensions of the nature of science, creativity, theory-driven, and social and cultural structure of scientific knowledge are given little attention; myth of the scientific method, the nature of theory, and laws are almost never taken into consideration in the textbooks. It has been observed that the representation of the dimensions of the nature of science is at a slightly better level in the textbooks of the 2000 and following curricula. Therefore, it is concluded that all curricula are inadequate in general because the dimensions of the nature of science are represented in a more indirect approach in the science textbooks examined. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper takes the position that the discourses of science and morality are not distinct within biology education; rather, they inform each other to produce, discipline, and regulate human sexuality. Our analysis of the medical and moral discussion on sexuality in a secondary school science textbook (the 12th standard National Council for Educational Research and Training textbook), along with insights from interviews with teachers, reveals that the texts portray a romanticized notion of sex that is limited to a monogamous heterosexual relationship. In the first part of the paper, we analyze how the biology textbook discusses "safer sex" in the limited context of sexually transmitted diseases and how scientific knowledge produces specific sexual subjectivities and categories. In our view, the portrayal of "normal sex" in the textbook is valueladen and not inconsequential. We also examine the discursive devices employed by the textbook to assert what is considered "culturally appropriate." The second part of the paper focuses on interviews with three biology teachers from Keralam, India. Discourse analysis is used as a methodology to explore how teachers occasionally use scientific and moral arguments interchangeably. We discuss some examples where teachers use cultural and moral ideals to justify the scientific claims in the textbook. For instance, when the textbook focuses on how "promiscuity" produces disease, teachers emphasize how promiscuity can lead to sexual anarchy, fatherless children, unsatisfied spouses, and broken relations. We argue that the teachers, along with the textbook, intertwine scientific facts with moral sensibilities, articulating a view of science, technology, and medicine that aligns with socio-cultural norms. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Tertiary-level English as a foreign language (EFL) learners in Taiwan are often required to read English-medium textbooks in their disciplinary courses. In science and engineering, it is a common practice for teachers to assign students English text but lecture in the local language, Chinese. In this study, we provided a situated picture of how these students interact with the text in their disciplinary context by triangulating multiple knowledge sources available to them. This includes analysis of the subject textbook in L2 (English), lectures in L1 (Chinese), and artifacts produced in the class, such as syllabus, exam sheets, and students' notes. Semi-structured interviews were conducted to investigate the students' and an instructor's perceptions of the role of these sources and their interrelationships. The findings reveal that students exploited various meaning-making resources to comprehend the ideas covered in the textbook. In addition, the instructor's explanation of the teaching materials, homework problem sets, and exam questions all proved to be important and interconnected resources that students rely on in their reading practices. Notably, problem sets and equations captured the students' attention while reading the textbook. We discuss the role of problem sets in scientific textbooks and suggest implications for further research. • EAP reading is a situated activity, but contextual factors are often overlooked. • This study investigates how EAP students interact with their science textbook. • We triangulate knowledge sources available to students in disciplinary classrooms. • Students rely on instructors' explanation and problem sets in reading practices. • We discuss the role of problem sets in science textbooks and suggest implications. [ABSTRACT FROM AUTHOR]

This paper aimed to examine the changes in the representations of nature of science (NOS) in Chinese senior high school chemistry textbooks under the influence of the new curriculum ideas. The study was conducted based on an analytical framework in which the aspects of NOS, the approaches to address NOS, and the content relation of NOS aspects were involved. Two series of the new and old chemistry textbooks of required course modules were selected as analysis targets. The results revealed that chemistry textbooks paid more attention to classical views of NOS than contemporary views of NOS. The aspects of NOS were unevenly presented in different chapters of textbooks. The new textbooks covered the NOS aspects more comprehensively and frequently than the old ones. Regarding the approaches, the implicit approach was dominant. Compared with old ones, the proportions of the explicit-reflective and historical-explicit-reflective approaches have increased in new textbooks, but were still not high. Lastly, the content relation of NOS aspects were more of content-embedded than content-generic both in new and in old textbooks. At the end of this paper, the implications of the findings and the suggestions for the further studies were discussed. [ABSTRACT FROM AUTHOR]

The current study aimed to determine the requirements of Trends of International Mathematics and Science Study (TIMSS 2019) and to find out the extent to which the content of science textbooks for grades (5-8) in the Sultanate of Oman includes the requirements of (TIMSS 2019). Only the content dimension has been taken into account when conducting the content analysis. The study population includes all science books from the fifth to the eighth grade for the academic year 2021-2022. The study identified and organized the requirements in the study tool, and after confirming its validity and reliability, the analysis was performed, and data were collected and analyzed statistically using frequencies and percentages. The results showed a general lack of inclusion of TIMSS 2019 requirements in all grades (5-8), with )14.15% (of TIMSS 2019 requirements included in the fifth grade and 27.36%in the sixth grade, and 56,60% in the seventh grade and 36,79% in the eighth grade. When studying the cumulative inclusion of TIMSS 2019 standards in classes (5-8) it was found that there was a similarity in the ratio in biology, a 4.5 % difference in chemistry, a 13.5 % (difference in physics, and a 9.5 % difference in Earth sciences. The study recommends reconsidering the content of science books for grades (5-8) in the Sultanate of Oman and including the missing requirements of (TIMSS 2019) in the content of science books for these grades and benefiting from the tool that was prepared to apply it to current and future science books. [ABSTRACT FROM AUTHOR]

This paper presents findings from an analysis of 4th grade science textbooks used in the United Arab Emirates schools, using an analytical descriptive approach to examine their content in light of the sustainable development goals. The results reveal that the environmental dimension of sustainable development (SD) was the most frequently reflected upon in the textbooks, with an occurrence of 18.5%, followed by the economic dimension (11.7%) and the social dimension (4.9%). While the distribution of sustainability themes varied across the textbooks, all four textbooks included references to SD. However, the researchers find that the distribution of these themes was not even, with some themes being absent in some textbooks while being extensively presented in others. These findings suggest that while sustainability is present in 4th grade science textbooks, there is room for improvement in ensuring that all three dimensions of SD are adequately covered in these materials. [ABSTRACT FROM AUTHOR]

Students, who are the designers of the future, need the forward-looking skills of the 21st-century to adapt to the changes occurring in our age and to be ready for the next educational institution or business life. 21st-century skills need to be integrated into the education system for individuals to gain them most effectively. Textbooks, which are frequently used by teachers and students within the scope of the education and training process, are of great importance in acquiring these skills. The aim of this study is to evaluate the secondary school 7th-grade Science textbook in terms of 21st-century learning and innovation skills in line with teachers' opinions. The study group consists of 30 Science teachers working in secondary schools affiliated with Gaziantep province in the 2021-2022 academic year and using 7th-grade Science textbooks. In the research, phenomenological design and qualitative research methods were adopted, and the data were collected with a semi-structured interview form consisting of 9 questions prepared by the researcher. The data were analyzed using content and descriptive analysis method. The study, in line with the opinions of Science teachers, was concluded that 7th-grade Science textbook does not fully develop 21st-century learning and innovation skills, insufficient, skills are distributed irregularly in the textbook. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many science educators have argued in favour of including socioscientific issues (SSI) in general, and ethical issues in particular, in school science. However, there have been a number of objections to this proposal, and it is widely acknowledged that such teaching places additional demands on science teachers. This study examined the curricula, textbooks and views of both student teachers and established teachers in England and in Germany regarding the teaching of ethical issues in secondary school science, particularly the ethical issues surrounding animal tests. Analysis of the curriculum documents for secondary or upper secondary school science showed that in both countries, ethical considerations feature strongly. However, in both countries, the overall treatments in the school textbooks of the ethical issues of animal testing were generally 'thin', and little opportunity was given for students to consider different ethical frameworks. The teacher and student teacher interviews revealed that interviewees generally gave ethical issues less emphasis than fundamental science. A number of interviewees referred to a lack of appropriate teaching material, and many of them also had concerns that such teaching could give rise to classroom management issues or that they might be accused of indoctrinating their students. Given the increasing acknowledgement of the need for school science to address so-called wicked socioscientific problems, these findings are a concern. We end with recommendations for curricula, for textbooks and for teacher education. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the Family Resemblance Approach (FRA) in science education. Topics include the development of FRA as a holistic account of the nature of science (NOS), its characteristics, and its applications in science education. It also discusses the diverse perspectives and research studies related to FRA in teaching and learning about NOS, as well as its influence on science curricula and textbooks.

Reconceptualized Family Resemblance Approach to Nature of Science (RFN) explains science as a cognitive, epistemic, and social institutional system. The aim of this study is to examine the inclusion of Nature of Science (NOS) in the 5th, 6th, 7th, and 8th grade Turkish middle school science textbooks. The "content," "activity," and "assessment" sections of each science textbook were traced based on RFN categories which are "aims and values (AV)," "scientific practices (SP)," "methods and methodological rules (M)," "scientific knowledge (SK)," and "social institutional systems (SI)" through content analysis. As a result, the total frequency value of the codes regarding RFN categories was found to be 196 in the 5th grade, 548 in the 6th grade, 284 in the 7th grade, and 427 in the 8th grade science textbooks. Most references to NOS were found in the "activity" sections of the textbooks. Although there are some references to NOS in each textbook, some of the RFN categories in the whole textbooks are missing. Furthermore, a consistent progression for the frequency of NOS related keywords was not found throughout the grade levels. In conclusion, there is a need to integrate NOS into science textbooks holistically and in a balanced way to provide a vertical articulation throughout the grade levels. [ABSTRACT FROM AUTHOR]

STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks. This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks. Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology. An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content. The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently. Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content. [ABSTRACT FROM AUTHOR]

This article reports on an analysis of eight Turkish grade (5-8) science textbooks for the presentation of scientists. A qualitative method was used in the research. A total of 8 textbooks were analyzed, two at each grade level. The analysis was framed by an analytical tool developed and validated by Yacoubian, Al-Khatib & Mardirossian (2017). When the data was analyzed, the following results emerged; scientist's presentations in textbooks middle-aged or elderly, male, white, westerner, lonely, aims for discovering the truth that is out there, engage in an enterprise that is objective, does work which involves dealing with direct evidence and produces end -results that are durable and fixed over time have been determined to have stereotype characters and jobs. It is possible to say in the context of analysis that scientists do not have stereotypes such as being bald, wearing eyeglasses, disheveled, wearing a white lab coat, working only in the lab, engaging in dull, non-creative, non-imaginative work, and working within eurocentric paradigms. Finally, it is possible to say that they are neutral in terms of features such as having an innate interest in science, crazy, objective, unemotional, competitive, external factors do not influence their work, following the scientific method, conducting mostly experiments in the lab and work only in the lab. [ABSTRACT FROM AUTHOR]

Textbooks use images, in addition to text, for delivering knowledge, thereby convey attitudes and values of students including those on gender bias. The gender bias presented in textbook images affects in subtle ways the students' learning outcomes, career choices, and how they perceive science. However, prior research has relied on explicit information presented by textbook images of several subjects to investigate gender representation, overlooking the implicit meaning behind images with a very limited attention to science textbooks. Therefore, this study uses the social semiotic framework to analyse the implicit meaning that images convey related to gender representation in Chinese and Egyptian science textbooks. Specifically, four (two for each country) science textbooks of grade nine were coded and analysed. The findings revealed that gender gap still exists in the images of both Chinese and Egyptian science textbooks. Specifically, females were less represented in the textbook images compared to males, and their role was mostly a caring role. Notably, unlike the Chinese females and the common gender stereotype, Egyptian females were represented in a more active and powerful way compared to males. The findings of this study could help in better designing science textbook images to reduce gender bias. [ABSTRACT FROM AUTHOR]

To ensure health sustainability for the next generation, an emphasis should be placed on health prevention and health education. Therefore, it is crucial to educate kids on how to keep themselves healthy in order to promote long-term progress. This study aimed to identify the extent of the inclusion of health education requirements in the content of science textbooks for the intermediate stage of schooling. To fulfill the goal of this study, a validated content-analysis card consisting of twenty-seven indicators categorized into seven requirement themes was used in the analysis of middle-school-level science textbook editions that were taught in the academic year 2022. The results revealed that all health education requirements were inadequately included in the science textbooks, in which the inclusion rate ranged between 5.0% and 1.3%, and the percentage of included health-related themes in the middle school science textbooks, in general, was 2.8%. These findings indicate the necessity for reforming science textbooks for middle school levels so that they include sufficient basic health education requirements to enable students to protect themselves from prevailing diseases across the globe. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Advanced Education Studies is the property of Journal of Advanced Education Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the effect of the present science curriculum and textbook exercises on scientific creativity. This study used document analysis as a form of qualitative investigation. This study used data derived from the academic performance of students in the 7th and 8th grades, specifically focusing on the outcomes of the 2018 scientific curriculum and the activities presented in the associated textbooks. The descriptive analysis technique was applied to examine the results and activities, which are qualitative data. This study comprised an analysis of achievements and activities, concentrating on predefined themes within the subdimensions of the Scientific Structure Creativity Model. The study yielded findings that demonstrated a connection between curricular outcomes and textbook activities across all grade levels. In particular, these educational materials effectively included scientific knowledge and phenomena, thus promoting the development of creative thinking skills. It is essential to emphasize that the science curriculum and textbook mainly prioritize creative results and process aspects, whereas characteristics such as fluency, adaptability, and originality, which are crucial to creativity, receive comparatively less emphasis. Furthermore, it was determined that the goals of education and instructional materials for seventh- and eighth-grade students were congruent with the characteristics of scientific creativity. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to analyze and describe learning textbooks that include elements of science literacy, particularly in the Integrated Science-Physics Test Book for junior high school grade VIII. This study is part of a quantitative descriptive study analyzing the content of science literacy elements contained in textbooks. The textbooks used come from two sources: science textbook for junior high school publisher form Erlangga and Publisher of Ministry of Education and Culture edition Revision 2017. The analyzed materials include (1) force and motion and (2) simple aircraft. The analyzed object of science literacy consists of four indicators: (1) science as science; (2) science as a method of investigation; (3) science as a way of thinking; and (4) science as a technology-society interaction. Data collection techniques are presented in the form of rubrics with descriptive analysis techniques. With a percentage of 46.5% for both textbook sources, the element of science as knowledge was found to be the most important part of science literacy. Furthermore, the element of science as a process of investigation amounted to 37.7%, followed by science as a process of thinking by 12.1%, and finally science as a process of interaction between technology and society by 3.6%. From the analysis results obtained, it is clear that each of the two test books has included aspects of science literacy in its physical science material, but the provision of material is still dominated by the knowledge of science compared to other aspects. Meanwhile, current learning conditions emphasize more on how to integrate learning in the form of STEM, which includes elements of science, technology, and society. Thus, the application of aspects of science literacy, particularly science as a thinking process and science as an interaction between technology and society, should be encouraged. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to determine the metaphors and analogies in the 6th grade science textbook. The document analysis method, which is one of the qualitative research methods, was used in the research. The data related to the research consists of metaphors and analogies in the textbook taught in the 6th grade science course written between 2021-2022. In the analysis of the obtained data, the content analysis technique was used. The metaphors and analogies identified by the researchers in the aforementioned book were presented to 24 science teachers, who are experts in the field via the internet, and the reliability percentage was calculated as a result of their opinions, and the reliability rate was calculated as 70.416%. In this calculation, Miles and Huberman's (1994) reliability equation was used and the value was found to be reliable according to this equation. As a result, it has been determined that metaphors and analogies are used very little in the mentioned book. [ABSTRACT FROM AUTHOR]

A reflection on the concept of environmental health is presented in this research. Together with this, contents on this subject appearing in Natural Sciences textbooks of Primary and Secondary Education are summarized. The analysis was implemented with 36 textbooks of three important Spanish publishers. Usefulness and limitations to carry out it are discussed. Results show the interest of publishers to include Environmental Health contents. However, examples on certain topics are more common than others. Those contents of lower complexity level appear more than the most complex ones. Human health is not considered as much as food, physical exercise, and personal hygiene. [ABSTRACT FROM AUTHOR]

Historically, education has largely been used for political gains and to strengthen positions of power. Similarly, ruling elites in Pakistan achieve their political interests by using education as a tool. This study problematised the religious content in the secondary school science textbooks of the national curriculum. This was illustrated in the context of the post-conflict scenario of 11 September 2001 (9/11) in the newly merged tribal districts of Khyber Pakhtunkhwa, Pakistan. A thematic analysis of the content of the science textbooks (physics and biology) was used to develop the findings of this study. This was supported by field data gathered from students' experiences and interactions with the sample textbooks. By incorporating Foucault's concept of the 'regime of truth' and Talbani's conceptualisation of Islamisation, the study found the use of the Qur'anic verses in the sampled textbooks to be influential 'technologies of power and self' to Islamise science and scientify Islam to prove it as a scientific religion. In addition, it makes education increasingly irrelevant to changing socio-economic realities and aspirations among students. Contribution: The study can contribute both to theory and practice. By Islamising science education and instilling obscurantism in textbooks for schools, there is a substantial sociopolitical impact, as well as a negative impact on students' critical thinking skills. The policymakers and actors in the Pakistani education system should therefore pay close attention to this issue. Unless the current educational system is changed, a number of generations will experience stunted growth that will be nearly impossible to reverse in the future. [ABSTRACT FROM AUTHOR]

A body of research has shown the merits of text structure instruction and advocates the integration of reading instruction in content learning. In view of the Component Model of Reading, which underscores the importance of ecological components such as textbook content, we conducted a materials analysis of seven Dutch science teaching programs developed for grades 3-6, to examine to what extent these materials are appropriate for text structure instruction. Results show that the materials do offer opportunities for text structure instruction but are not suitable for a step-by-step implementation and practice of knowledge and skills related to text structure. Textbooks offer too few clear organized single-structured texts, and not all text structures are sufficiently represented. Programs differ strongly in text length, segmentation and use of introductions. Illustrations and assignments hardly connect to the text structure. These results call for designbased research to develop materials that foster literacy via science education. [ABSTRACT FROM AUTHOR]

In this chapter we address the challenge of interpreting and teaching complex infographics of the kind read and viewed in secondary school science in Australia. Inspired by the work of Bateman and his colleagues we adopt a complementary bottom-up and top-down perspective - analysing infographics bottom-up in terms of general gestalt grouping principles (for both micro- and macro-groups) and interpreting images top-down with respect to abductions based on modelling of the relevant field (as activity, item, and property), in Systemic Functional Linguistic theory (SFL). We then compare two infographics in detail, considering how mitosis is intermodally construed as activity and composition in verbiage and image. The key finding arising from this analysis is that in spite of the complexity of the infographics, considerable information has to be abduced, drawing on additional knowledge of the field - information that the co-text in the textbooks accompanying these infographics may not make explicit. This highlights the importance of multimodal literacy pedagogy as a crucial part of science education. We show how such a pedagogy can address the complexity of reading infographics in conjunction with verbal co-text. In this kind of carefully scaffolded methodology, the synoptic view of complex knowledge aggregation provided by infographics can play a significant role in the dynamics of knowledge building. [ABSTRACT FROM AUTHOR]

This paper explores textual meanings realised in the theme resources of a Vietnamese lower secondary school science textbook - Sinh há»?c 8 (Biology 8). The theoretical framework employed for analysis is Systemic Functional Linguistics. The data for analysis is ten texts selected randomly from the textbook. The units of analysis are major independent clause simplexes and hypotactic clause complexes which have a subordinate clause in initial position. The research has brought to light a number of significant findings of which eight stand out. First, all five types of general Themes: simple Theme, multiple Theme, clausal Theme, unmarked Theme, and marked Theme are employed in the texts. Second, of the four mood function Themes: Subject Theme, Predicator Theme, Complement Theme, and Adjunct Theme, Subject Theme takes up the largest proportion. Third, of the three mood function simple Themes: simple Subject Theme, simple Predicator Theme and simple Adjunct Theme, simple Subject Theme has the highest number. Fourth, between textual + topical Theme and interpersonal + topical Theme, textual + topical Theme predominates. Fifth, of the three mood type simple Subject Theme: simple Subject Theme in declarative clause, simple Subject Theme in imperative clause and simple Subject Theme in interrogative clause, simple Subject Theme in declarative clause accounts for the highest number. Sixth, between simple Predicator Theme and multiple Predicator Theme, simple Predicator Theme has a much higher proportion. Seventh, of the nine types of simple Adjunct Theme examined, six are found in the texts, among which spatial location Adjunct Theme takes the highest number. And Eighth, Complement Theme, multiple Adjunct Theme, textual + interpersonal + topical Theme, interpersonal + topical/Subject Theme, matter Adjunct Theme, role Adjunct Theme, and stance Adjunct Theme are not found in the texts. It is concluded that Vietnamese textbook writers have employed quite a variety of theme resources to construct textual meanings and to create coherence and continuity of their texts. [ABSTRACT FROM AUTHOR]

This study investigates the degree of inclusion of quality assurance (QA) standards for 6th grade science textbooks in Jordan according to the domains of basic concepts, balance and appropriateness, relation between the environment and society, and activities. The validity and reliability of the analysis were checked, the degree of agreement between raters for coding and analysis. The study reveals that the books met 21.8% of the basic concept requirements, 48.2% of those of balance and appropriateness, and that the degree of relevance of the educational content to the environment and Jordanian society was 13.6%. The level of inclusion of the textbooks for the activities of 6th graders was 16.4%. There were notable differences in the extent of inclusion of the textbooks in the criteria of basic concepts and balance and appropriateness from the cut point, at 32% and 30% respectively. On the other hand, there were only slight differences in the degrees of inclusion of the relation with the environment and with activities, at 18% and 20% respectively. This could be due to the process of planning and implementing the science textbooks, which are subject to the opinions of educators and developers. The researchers recommend the need to develop the content of the 6th grade textbooks in light of the QA standards. [ABSTRACT FROM AUTHOR]

Practical work is a distinctive feature of school science and has close associations with scientific experiment and scientific methods as well. In this study, the nature of practical work was examined in the view of the diversity of scientific methods. Based on an analytical framework derived from Brandon's matrix consisting of four categories of scientific methods, this study was purported to understand how the diversity of scientific methods is represented in practical work in science textbooks. The targets of analysis were various kinds of practical work compiled in nine textbooks of biology, chemistry, and physics used in the stage of junior high school (Grades 7–9) in China. A major finding is that the four categories of scientific methods are distributed discrepantly within each of the three subject-based science textbooks. Another important finding is that non-manipulative parameter measurement (NPM) is the predominant scientific method, whether in physics, chemistry, or biology textbooks. Except for this shared feature, the percentages of the other three are varied across the three science subjects. The results of this study have provided implications for the design of practical work in science textbooks. It is suggested that further studies can be conducted to display the change of the nature of practical work over a period of time and compare the nature of practical work in science textbooks used in different regions and countries in the view of the diversity of scientific methods. [ABSTRACT FROM AUTHOR]

Background and Objectives:The present study aimed to investigate and compare the extent of using educational technologies to enhance students’ critical thinking in Iranian and Russian first-grade elementary school experimental science textbooks. Methods:The research employs descriptive-analytical method. Its sample consists of Iranian and Russian first-grade elementary school experimental sciences textbooks. The research instrument is a researcher-made checklist of critical thinking and soft and hard technology. The validity of this checklist was confirmed by experienced teachers and four professors in the field of educational sciences (educational technology and primary education). The reliability and validity of the tools have been calculated by using the formula of William Rumi. Findings: The results of analyzing the content of the experimental sciences textbooks showed that the first-grade textbooks of both countries used hard and soft technologies to teach critical thinking. The percentage of using soft technology was 75.65% and that of using hard technology was 24.35% to foster the critical thinking spirit in the Iranian first grade textbooks of experimental sciences. Moreover, the percentage of using soft technology was 51.64% and that of using hard technology was 48.35% to enhance the critical thinking spirit in the Russian textbooks. In addition, among the components of critical thinking, the highest percentage of 25.49% in Iran was related to the engagement component and in Russia, the highest percentage of 32.02% was related to the engagement component. In Iran, the lowest percentage of 2.87% among the critical thinking components was related to the judgment and evaluation componentand in Russia, the lowest percentage of 3.84% was related to the judgment and evaluation component. Combining soft and hard technologies in the contents of the first-grade textbooks of experimental sciences provides the possibility of learning more effectively and makes the process of learning more attractive for the students. The percentage of the other components of critical thinking in Russia and Iran has been as follows: the component of appropriate questioning in Russia was 18.33% and 11.60% in Iran; the collectiveness component in Iran was 10.01% and 10.04 % in Russia; the analytical component in Russia was 7.30 %and 5.15 % in Iran; the argument component in Russia was 7.63% and 5.15 % in Iran; the composition component was 7.95 % in Russia and 5.6 % in Iran. Conclusion: The composition of soft and hard technologies in the content of textbooks provide the possibility of more effective and attractive learning for the students. In fact, soft technologies complement and consolidate hard technologies and give rise to hard technologies and enable the growth and development of critical thinking and related areas. Hard technologies, as accessible and tangible tools, and soft technologies, as a set of ideas, plans, innovations, and initiatives which are crystaliized in educational design, determination and management of educational approaches and patterns, play an important role in increasing the effect of teaching and improving the students' learning. Hard technology in itself has no value; rather it is soft technologies that give credibility and value to hard technologies. It should be borne in mind that formal and superficial changes will not be responsive in revising the curriculum and fundamental logical changes are needed in all curriculum processes. As a result, researchers recommend the coherence and integration of critical thinking in educational textbooks. In this regard, the method of using hard and soft technologies and their implementation in the form of critical thinking components in the first year science textbook of Iran and Russia have been studied and emphasized. ===================================================================================== COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Using TIMSS 2015 data, the present study aimed to explore the profiles of attitudes toward science among Hong Kong eighth-grade students (N = 4138), and further to investigate how these attitudinal profiles might relate with gender and science achievement. In TIMSS, attitudes toward science are specified in terms of four factors: intrinsic interest in science, perceived competence in science, instrumental value of science, and engaging science teaching. Results of a latent profile analysis indicated five distinct profiles of student attitudes toward science: (1) Negative attitudes, particularly toward perceived competence in science; (2) Negative attitudes, particularly toward instrumental value of science and engaging science teaching; (3) Moderate attitudes toward science; (4) Positive attitudes toward science; and (5) High-positive attitudes toward science. Furthermore, boys displayed significantly higher intrinsic interest in science, perceived competence in science and instrumental value of science than girls. Generally, students in profiles with higher levels of science attitudes tended to show better science achievement, but the relationship was not perfectly linear. The findings suggest ways for educators and parents to plan and implement effective and individualized strategies to foster student motivation in science learning. [ABSTRACT FROM AUTHOR]

Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This 'illusion of understanding' may be affected by the medium of the explanation. Also, prior studies comparing the achievement from explainer videos and writen explanations come to ambiguous results. In the present experimental study (video group: nV = 78, written explanation group nW= 72), we compared the effects of an explainer video introducing the concept of force to a written explanation containing the script of the video, as though it is a page from a textbook. Both groups achieved comparable degrees of declarative knowledge, however, the written explanation video group had a significantly higher belief of understanding (partial η2= 0.043) that did not correspond with their actual learning progress. Consequences of this may include lower cognitive activation and less motivation in science classrooms if learning environments exclude further learning tasks that allow for a more realistic picture of understanding. That might suggest that it is sometimes potentially harmful to leave physics learners to their own devices with instructional material. [ABSTRACT FROM AUTHOR]

Scientific temper, according to Jawaharlal Nehru is a journey towards the search for truth, divinity of everything living, their cooperative development, leading to greater freedom and higher stages of human growth (1946, p.515). This spirit is visible in our Ancient Indian Physicists, documented in the surviving literature, dealing with the new frontiers of physics. As part of textbook review, undertaken bythe National Council of Educational Research and Training (NCERT) in 2017, Ancient Indian Knowledge had been incorporated. The objectives of the study were to analyze the content of the revised NCERT Science Textbooks from the point of view of integrating the scientific knowledge and spirit of ancient Indian Physicists, to identify the gaps, and to make recommendations for the effective integration of the abovementioned components in the Science Textbooks. This was a descriptive study undertaken through content analysis. It was found that the content on Ancient Indian Physics Knowledge in the revised edition of NCERT Science Textbooks is concentrated only in Science Textbook of class VIII, in the chapter "Stars and Solar System". There is a scope to incorporate the original investigations and discoveries of Ancient Indian Physicists. The Union Cabinet of Government of India incorporated the vision and wisdom of the ancient Indian knowledge system while launching the New Education Policy in July 2020, designed to transmit and incorporate United Nation's SDG4. The Indian Government has taken a policy decision to once again incorporate the ancient Indian knowledge related with science and other disciplines in the forthcoming revision of NCERT Textbooks. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the extent to which science process skills are represented in the texts and activities in 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks according to the learning areas of the science curriculum. The document analysis method is adopted in the current study. Course contents and activities in science textbooks are analyzed using descriptive analysis. The results show that there are 899 science process skills defined throughout 42 units in the 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks. Moreover, it is found that science process skills are mainly focused on the 6th grade science textbook (n=215) and the least on the 3rd grade science textbook (n=112). Furthermore, when the averages of science process skills used in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks are above the average. While science process skills in science textbooks increase from the 3rd grade to the 4th grade at the primary education level, a similar increase is not determined in the use of science process skills in secondary school science textbooks. When science textbooks are examined according to grade levels in terms of science process skills, it is discovered that observing is the most commonly utilized science process skill, while using data and modeling is the least used. [ABSTRACT FROM AUTHOR]

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