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The study reported in this paper contributes to the literature on prospective teachers' decision making, specifically regarding how they analyze and make informed decisions about the use of their textbooks. We designed a training intervention with 28 future Costa Rican teachers, in which they had to identify and manage semiotic conflicts that can be found in a textbook lesson. For this purpose, we selected a lesson on proportionality from a textbook commonly used in Costa Rica. We performed an interpretive and exploratory content analysis of teachers' responses to the textbook lesson assessment tasks. The results show that participants progressed in identifying semiotic conflicts and could produce effective solutions for some of the detected semiotic conflicts. The prospective teachers reflected on the way they used the lesson by proposing improvements in more than one facet (epistemic, cognitive, affective, interactional, mediational, and ecological). We conclude that the training provided allowed the participants to progress in decision making regarding the use of the textbook lesson, although it is necessary to reinforce their didactic-mathematical knowledge on proportionality so that they can develop more critical and well-founded analyses. [ABSTRACT FROM AUTHOR]

The contribution gives insights into a comparative linguistic textbook analysis of two Austrian Catholic Religious Education (RE) textbooks for colleges for higher vocational schools ('BHS') and vocational schools for apprentices ('VocEd'). Gender constructions are still a desideratum in RE textbook research in Austria. Previous gender-oriented analyses mostly used qualitative content analysis or mainly questionnaires. This paper followed the approach of linguistic textbook analysis addressing gender constructions on a linguistic level by comparing both textbooks, asking which and how two selected chapters of Austrian RE textbooks in use construct gender on a linguistic level. A discussion of the main results, considering previous gender sensitive RE research, aimed to develop criteria for prospects of action with teaching materials in the current context of plurality of genders and sexualities in a democratic society. [ABSTRACT FROM AUTHOR]

AbstractSharing a divided island after generations of conflict, the Turkish Republic of Northern Cyprus (TRNC) has only been recognized internationally by Turkey. Yet, like most modern democracies, TRNC’s Ministry of Education cites educating students to embrace democracy, peace, and social justice as a central goal for its schooling system. Our textbook analysis explored how citizenship is conceptualized in TRNC middle school social studies textbooks. Additionally, because of the importance of critical thinking in most theories of democratic citizenship and approaches to citizenship education, we also explored how these textbooks encouraged critical thinking about citizenship. Through qualitative content analysis, we found that TRNC middle school social studies textbooks primarily conceptualized citizenship as democratic citizenship. Although the textbooks feature several discussions of democratic citizenship, they do not promote critical thinking about it. On the other hand, the textbooks do promote limited critical thinking about another aspect of democratic citizenship explored in the textbooks: social movement participation. [ABSTRACT FROM AUTHOR]

This paper reports on a textbook analysis focusing on shifts in semiotic registers when looking at fraction tasks in grades 3–6 (aged 9–12 years). Eight textbooks, from two different textbook systems, have been analysed using Duval’s theory of semiotic representations. The results show that there are only minor differences in the distribution of register shifts in the two textbooks where the symbolic register constitutes the largest percentage of the tasks. However, there is a variation in how quickly the textbooks transition from using multifunctional registers, such as natural language and figures, to the symbolic register. The analysis further reveals that three types of conversions are absent in all eight textbooks. [ABSTRACT FROM AUTHOR]

This study is concerned with the analysis of mathematical textbook tasks at the second-level in Ireland, in the context of the introduction of the revised curriculum entitled 'Project Maths'. A total of 7635 tasks on the topics of Pattern, Sequences and Series, and Differential Calculus were analysed; these tasks were selected from editions of three textbook series available before and after the curriculum change. The analysis was carried out using a framework specially formulated for the purposes of this study, based on an amended version of the Project Maths objectives centred on its representation/characterisation of 'synthesis and problem-solving skills'. Our findings suggest that the post-Project Maths textbook tasks offer more problem-solving opportunities compared to those in the older textbooks, but that there is still much scope for further development. Based on our analysis, it would appear that all three textbook series have neglected important objectives of the Project Maths curriculum such as providing opportunities for students to devise models/techniques and translate information from written to mathematical form. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, 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.)

Over the last 15 years, a significant reform of the secondary school mathematics curriculum in Ireland took place. A major aim of the reform was to move away from instrumental learning and to develop mathematical proficiency and problem-solving skills in line with international trends. In this article, we study textbook tasks from popular textbook series in use before and after the reform. Our purpose is to use the task analysis guide to investigate the level of cognitive demand of the tasks, and the opportunities they offer students and teachers to achieve the aims of the curriculum reform. Our analysis shows that the vast majority of the 7635 tasks studied have a low level of cognitive demand; consequently, they mainly offer students opportunities to develop procedural fluency. We note that the post-reform textbooks do contain more tasks with high levels of cognitive demand than their pre-reform counterparts, however, the increases are small. This study will be of relevance to countries where textbooks are not designed or approved by curriculum developers. [ABSTRACT FROM AUTHOR]

This study explores how English education developed in North Korea by analyzing the characteristics of secondary English textbooks published in the pre– and post–Kim Jong Un eras. We performed comparative analyses of textbooks for six secondary schools—three each for the junior middle and senior middle schools—published before and after Kim Jong Un's rule. The comparative analyses adopted Cunningsworth's textbook evaluation framework to examine the textbooks' composition and content: (1) aims and approaches, (2) design and organization, and (3) topic variety. The results showed significant changes in listening materials and activities, among others, as well as concurrent developments in teaching methods. Additionally, each unit significantly reduced the number of topics associated with the idolization of the Kim family and the deliberate vilification of capitalist countries and instead increased the integration of other subjects such as mathematics, science, and technology. This study showed that despite various changes, the aim of English education in North Korea continues to be the maintenance and further development of the socialist system through the improvement of students' English proficiency. This study also discusses the coexistence of different perspectives such as liberal ideas in English textbooks while emphasizing ideology education and its possible ramifications on the future of English education in North Korea. [ABSTRACT FROM AUTHOR]

In this paper, we propose a novel conceptual framework tailored for modeling the meaning of mathematical concepts in university-level mathematics, addressing their rigorous nature and their relationships with related concepts as well as interpretations in various contexts. Within this framework, we present a model of meaning for the concepts of total differentiability and total derivative that provides a variety of possible interpretations and aspects. We then use the proposed model of meaning as a tool for analyzing three different textbooks for mathematics majors on the topic of multidimensional differentiability. Our paper is an example of a subject matter analysis of a topic in university mathematics carried out in a structured way. The model of meaning for total differentiability presented in this paper could inspire course design and analysis including the design of assignments and assessments for students. Moreover, it could serve as a valuable research tool for further analyses. For example, it could be used as a framework for analyzing courses taught or as a basis for developing a test instrument to assess students' understanding. With our textbook analysis, we begin to examine the landscape of textbooks regarding differentiability concepts in the multidimensional case, shedding light on the diversity of meaning facets that are covered in the textbooks. These results could be useful for guiding instructors and learners in selecting and using textbooks for teaching and learning based on their respective needs. [ABSTRACT FROM AUTHOR]

The aim of the article is to introduce an effective structural and functional model for the socialization and development of these children through group work, implemented in out-of-school education institutions (SFM). The study presents a comprehensive model comprising target, substantive, organizational, procedural, result-oriented, and analytical components. It outlines content and methodological support for socialization and development in various areas, such as naturalistic, tourist, local history, artistic, and aesthetic domains. It also highlights the essential spatial-subject, psycho-didactic, and social conditions required for an inclusive educational environment.

Little is known about how pharmacological and toxicological knowledge evolves. The aim of this study was to investigate the changes in the presentation of the poison hydrogen cyanide in sixteen German-language pharmacology and toxicology textbooks from 1878 to 2020. The categories of structure, molecular mechanism of action, occurrence, effects, resorption, areas of application, lethal dose, acute symptoms of intoxication, treatment of hydrogen cyanide poisoning, and recommended therapeutic preparations were evaluated. The knowledge on the structure, lethal dosage, and occurrence of hydrogen cyanide has remained constant. In contrast, knowledge on molecular mechanism of action and recommended preparations of the poison has changed dramatically. Until 1944, the binding of hydrogen cyanide to hemoglobin was considered the mechanism of action, whereas from 1951 onwards, the interaction of hydrogen cyanide with the Fe3+ of cytochrome oxidase was described. The number of preparations containing hydrogen cyanide decreased into obsolescence until 1951. The areas of application of hydrogen cyanide also show a change, as from 1919 onwards, mainly industrial areas of application of the poison are described instead of medical ones, and from 1951 onwards, criminalistic areas of application are also mentioned. Thus, pharmacological and toxicological knowledge develops non-linearly, molecular mechanism and uses being the most dynamic areas, whereas the knowledge about hydrogen cyanide's chemical structure, lethal dose, and occurrence remained constant. Older pharmacology and toxicology textbooks were better than newer ones at discussing changes in scientific concepts. Pharmacology and toxicology textbooks also mostly failed to discuss the misuse of hydrogen cyanide (Zyklon B) during the Nazi regime, missing an important opportunity to showcase the ethical responsibility of pharmacology and toxicology. Thus, future pharmacology and toxicology textbooks should improve on discussing the development of pharmacological and toxicological concepts and the ethical responsibility of the discipline. [ABSTRACT FROM AUTHOR]

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

Copyright of Biology Teaching is the property of East China Normal 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.)

Copyright of Iranian Journal of Applied Language Studies is the property of University of Sistan & Baluchestan 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.)

Curriculum statements are crucial documents for guiding teaching and learning as they describe the content and skills to be acquired by learners. Textbooks translate curriculum statements into materials for use in schools. This study examines the educative nature of three physical sciences textbooks about electrostatics using the lens of pedagogical content knowledge (PCK). PCK describes the transformation of content into teachable forms and its evidence in textbooks would contribute to the teachability of the content in question. The study analyses textbooks as a source of information that can help teachers transform concepts of electrostatics into teachable forms. The study also proposes a possible model that describes the role of textbooks on teachers' knowledge and practice, as they are not considered in current PCK theories. The framework includes components of PCK described in the grand rubric and the support provided by curricular materials to teachers. The components of PCK are curricular saliency, learners' understanding of concepts, representations, and conceptual teaching strategies. The analysis revealed that curricular saliency was the most predominant component displayed in the textbooks compared to the other components. It is therefore recommended that textbooks should consciously include other PCK components, i.e., representations and strategies that address learners' difficulties. [ABSTRACT FROM AUTHOR]

This paper analyzes writing tasks in academic writing textbooks for Japanese university students, focusing on the organization and difficulty of these tasks based on the Common European Framework of Reference for Languages (CEFR). A total of 411 writing tasks from 30 textbooks were coded by two experienced Japanese English teachers. The author identified 13 tasks that appeared most frequently for further analysis. The study involved 208 Japanese university students who completed these 13 tasks without the use of dictionaries. The same two teachers then evaluated the students' written responses. The aggregate scores from the analytical assessments were examined using Rasch analysis to determine task difficulty. The findings indicated that textbooks for Japanese university students emphasize rhetorical functions such as explanation and narration, while showing limited integration of other language skills. Textbooks should aim to achieve a more comprehensive balance, aligning better with the CEFR framework. By examining how textbooks sequence rhetorical functions and their alignment with task difficulty, the study aims to provide insights for developing more effective teaching materials. [ABSTRACT FROM AUTHOR]

This article explores the educational and philosophical contributions of Nikolai V. Bugaev, a prominent 19th-century Russian mathematician and founder of the Moscow philosophical-mathematical school. The study specifically focuses on Bugaev's textbook, Arithmetic of Whole Numbers, analyzing Bugaev's pedagogical approaches within the broader context of Russia's educational reforms during that era. Bugaev's work can be seen as a response to the evolving needs of a rapidly industrializing society, in which he emphasizes three fundamental components of mathematical education: integration of theory, calculation mechanisms, and practical problem-solving. While Bugaev's textbook may not have achieved the widespread popularity of other contemporaneous works, it played a crucial role in fostering mathematical thinking and underscored his vision of mathematics as a tool for intellectual development and its interconnectedness with other fields of knowledge. [ABSTRACT FROM AUTHOR]

Ratio, rate, and proportion are arguably the most important topics in the middle grades mathematics curriculum before algebra. The study reported here describes how Japanese mathematics curriculum materials treat these topics. The analyses were conducted on the official curriculum documents published by the Japanese Ministry of Education and one of the most widely used textbook series for Elementary and Lower Secondary School Mathematics. The results of the analyses show that the Japanese curriculum introduces and develops these topics across multiple grade levels as expected for such complex topics. However, the initial definition of a proportional relationship appears before students formally study ratios. Moreover, the Japanese materials emphasize solving missing-value proportion problems by using the definition of proportional relationships, rather than setting up a proportion equation with a missing value in the equation of the form A B = x D where A, B, and D are given, and x is the unknown quantity. These and other aspects of how the Japanese curriculum materials approach these topics might be of interest to audiences outside of Japan. [ABSTRACT FROM AUTHOR]

In this article, we report findings from a comparative study of the introduction and development of triangle congruence in two textbooks: a high school geometry textbook from the United States and an eighth-grade mathematics textbook from China. Using the mathematics curriculum as a story (MCS) framework developed by Dietiker and additional coding schemes, we illustrate how each textbook designs its congruent triangle lessons with the goal to provide students a fertile ground for the development of geometry reasoning and proof. Through the analysis of the characters, actions, settings, and plots of each story, we identify both similarities and differences. Both textbooks introduced the same sets of side–angle criteria that proved the existence of the unique triangle as well as that did not support a unique triangle. Yet, the U.S. textbooks introduced side–angle–side first while the Chinese textbooks started with side–side–side. In addition, the findings demonstrate the illuminating power of the MCS framework to fill the gap of current textbook analysis research. [ABSTRACT FROM AUTHOR]

This study analyzed the comprehension strategies and visuals in two science textbook series for grades 6, 7, and 8 as means of better understanding a core element of the ecological component of science literacy. The iScience [Biggs et al. in iScience (Grade 6), McGraw-Hill, 2015a, iScience (Grade 7), McGraw-Hill, 2015b, iScience (Grade 7), McGraw-Hill, 2015c)] and Interactive Science [Buckley et al. in Interactive Science (Grade 6), vol 1, Pearson, 2015a, Interactive Science (Grade 6), vol 2, Pearson, 2015b, Interactive Science (Grade 7), vol 1, Pearson, 2015c, Interactive Science (Grade 7), vol 2, Pearson, 2015d, Interactive Science (Grade 8), vol 1, Pearson, 2015e, Interactive Science (Grade 8), vol 2, Pearson, 2015f] textbook series were analyzed for the frequency of comprehension strategies used in during-reading activities as well as the explicit references of visuals and the level of visual captions. Analysis revealed comprehension monitoring, graphic organizers, and question answering were the most frequently used comprehension strategies. Although the numbers, do not highlight the lack of instruction in those strategies. Further, most visuals were explicitly referenced and had descriptive captions. Findings from this study point to the need for science educators to critically examine how comprehension and visuals instruction are included in the textbooks they use in their classrooms. [ABSTRACT FROM AUTHOR]

AbstractThis study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth (1992)—Ecoliteracy Content Analysis Frame (ECAF). This framework consists of four elements, namely: (1) knowledge, (2) effective tendency, (3) behavior, and (4) cognitive skills. The results show that the aspect of ecoliteracy, which has the least number, is cognitive skills, while the one which has the highest number of frequencies is the knowledge aspect. Affective tendency and cognitive skill elements are missing in two books. Furthermore, the ecoliteracy aspect of each book is different in frequency. It shows that the textbooks need to be revised to meet the purpose of ecoliteracy. Teachers may use it as a consideration in selecting the textbooks for the teaching-learning process.

Copyright of Biology Teaching is the property of East China Normal 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.)

Abstract Background Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students’ scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the ‘Framework for the Assessment of school Curricula on the presence of Evolutionary concepts”, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

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

With the "pictorial turn", the picture has gained a new significance as a medium. It is impossible to imagine a digitalized world affected by mass media without pictures. While there are several studies on the impact of pictures in the discourse on climate change in the media, there has been no analysis of the visual representation of climate change in textbooks, which remain an important teaching medium. The aim of this study is to identify the visual representations in textbooks in terms of form, image theme and motif related to the topic of climate change. The procedure is based on the method of qualitative content analysis. The results show that mainly photos, graphics and diagrams are used, whose contents differ from those of the media coverage. Besides diagrams and models, the impacts of climate change and the topic of nature are most frequently depicted. Representations of mitigation measures that would promote perceived self-efficacy are underrepresented in the textbooks studied. [ABSTRACT FROM AUTHOR]

Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students' opportunities to learn. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research 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 research employed a framework for analyzing cultural representations within textbooks to focus on the three dimensions of geographical contexts, types of cultures and modes of presentation. A quantitative analysis of Hokkien textbooks from Fujian and Taiwan was conducted. The findings revealed that, on one hand, textbooks from both regions predominantly featured Minnan culture with a marked emphasis on cultural products related to the social life and traditional culture of China. On the other hand, the Fujian textbooks tended to present culture via knowledge blocks, whereas Taiwanese textbooks used cultural discourse for cultural presentations. This distinction emphasizes the pivotal role of language education in perpetuating local cultures and values, as well as the challenges entailed in broadening the cultural scope. The outcomes of this study contribute to minimizing the impact of regional factors in textbook research and provide empirical support for enhancing the quality of Hokkien education and the cultural adaptability of teaching materials. [ABSTRACT FROM AUTHOR]

Botanical literacy is a crucial component of science education, particularly in light of the contemporary socio-ecological challenges. However, the literature reports that, due to the phenomenon known as Plant Awareness Disparity (PAD), average botanical literacy is scant. Multiple factors influence the effectiveness of botanical education, including the quality of instructional materials teachers employ to support their instruction. Therefore, this study assesses the treatment of the Scientific Model of Plant Nutrition (SMPN) in seven commonly used Spanish Biology textbooks for secondary education to determine whether they foster a meaningful botanical literacy and empower students with the scientific competence needed to understand and make informed decisions regarding plant-related global challenges. The investigation evaluates four fundamental aspects: structure, conceptual content, images, and activities. Findings reveal that the analysed textbooks present PAD features; promote reproductive and superficial learning that fails to foster the construction of interrelated and scientifically accurate mental models of plant nutrition; include visual representations that do not always enhance learning; and propose tasks which are insufficient to develop the scientific skills and competence pursued by current science teaching-learning. The implications of this research on botanical literacy and teaching-learning of the SMPN are discussed, and measures to enhance educational materials are proposed. [ABSTRACT FROM AUTHOR]

Background: Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students' scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the 'Framework for the Assessment of school Curricula on the presence of Evolutionary concepts", was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results: Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions: We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy. [ABSTRACT FROM AUTHOR]

Background: Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. Objective: The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Method: Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Results: Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (13%), 263 terms (7%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Conclusion: Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Teaching Implications: Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations. [ABSTRACT FROM AUTHOR]

The historiography of Norwegian migration to North America in the 19th and early 20th centuries had, until recently, largely ignored its impact on indigenous people. Taking as a point of departure the presentations of migration to America in Norwegian lower and upper secondary school textbooks in social studies and history, this article demonstrates that the displacement of Native Americans is mostly absent in these presentations, and almost none of the textbooks discuss it in terms of settler colonialism. Such a narrative sustains the perception of North America as a sparsely inhabited continent with enough space for everyone and ultimately justifies Europeans’ right to claim possession of the land. Given that the consequences of settler colonialism continue to persist to the present day, I argue that ignoring the fact that Norwegian migrants were also settlers reproduces historical power relations and oppressive epistemologies. Aligned with the view that history education based on a single master narrative hinders critical thinking, this article contends that there is a need to decolonize the teaching of Norwegian migration to America by incorporating the perspective of Native Americans. [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.)

AbstractEducational frameworks emphasize to students the importance of gaining differentiated worldviews and being open-minded toward other cultures. As a primary medium in class, textbooks should accurately represent diversity to help students develop intercultural awareness and critical thinking. This study aims to analyze geography textbooks’ of Hesse (Germany) on their representation of diversity dimensions across different countries and continents using a multidimensional approach to superdiversity. For the analysis, a qualitative content analysis is initially conducted. Then, the representation of the continents is compared using network analysis. Our findings reveal a biased portrayal across all continents, leading to homogenization within the teaching material. This inconsistency contradicts the curricular requirements of Hessian geography and suggests that the textbook approval process is not sufficiently rigorous in ensuring that the standards are met. [ABSTRACT FROM AUTHOR]

The new findings of corpus linguistics clearly attest to the uniqueness of some elements of the spoken grammar of English and their distinction from those of the written variety. Mixing the two or adopting a hegemonic perspective to the written variety in language education, especially in the field of materials development, is likely to yield an imbalanced or even distorted view of the entirety of the language being learned so that it could color the subsequent teaching and assessment. With this in mind, this investigation has adopted a content analytic procedure and applied the models proposed by Cullen and Kuo's (2007) to the dialogs and Timmis's (2005) to the tasks of the English school textbooks in Iran, namely the Prospect and Vision series to reveal to what extent, if any, the series have availed themselves of the properties of the spoken grammar in their student books,workbooks and teacher guides. The findings revealed that the majority of the characteristics of the spoken grammar, as used in the textbooks, belong to the fixed lexicogrammatical elements of Category II of Cullen and Kuo's framework, and that the instances of Category I, that is, those forms which undergo change as a function of the context in which they occur, are relatively uncommon. Additionally, the realizations of Category III, that is, those structures which are deemed ungrammatical via adoption of a prescriptive outlook but are still commonly found in the spoken English, were non-existent in the series. The analysis of the tasks based on Timmis' (2005) also revealed that only some "global understanding" and very few instances of "language discussion task" were present and focused on in the materials investigated, leaving the two other principles unattended. Suggestions are ultimately made as to how to redress the imbalance found. [ABSTRACT FROM AUTHOR]

Copyright of Kobe College Studies / Kobe Jogakuin Daigaku Kenkyujo Yakuin is the property of Kobe College Research Institute 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.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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 study analyzed the sustainability dimensions integrated in the textbook of English (Grade IX) for Punjab, Pakistan using sustainability framework proposed by Tavanti (2010). For this purpose, the English textbook for Grade IX was purposively sampled and analyzed through the qualitative content analysis processed on NVivo 12 software. The analysis results show that the English textbook for grade 9 covers the environmental, social, institutional, cultural sustainability & value-based sustainability. Moreover, the values have been included like the moral stories for patriotism, national unity, and ethical conduct. The English textbook (grade 9) does not cover economic sustainability adequately. The study concludes that the textbook of English Grade 9 has boundaries to make indifferent students' responsible citizens as claimed by liberal educational policy of Punjab Curriculum and Textbook Board. However, curriculum may be further improved by adding explicit mentions of the sustainable practices, green technologies, inclusive growth, poverty, hunger, responsible consumption, and production. Findings further suggest holistic approach to include education for sustainable development in the textbooks. [ABSTRACT FROM AUTHOR]

For several decades, reserpine was used to treat hypertension and, to a limited extent, psychoses. Over time, however, the indication became more and more restricted to the point of obsolescence. This study examines the extent to which textbooks are up to date in their content and oriented towards therapeutic guidelines, using the obsolete drug reserpine as a paradigm. Three German pharmacology textbook series were examined for the coverage of reserpine from 1964-2023: Allgemeine und Spezielle Pharmakologie und Toxikologie (Aktories), Allgemeine und Spezielle Pharmakologie und Toxikologie (Karow) and Pharmakologie und Toxikologie (Lüllmann). We compared the textbook content with data on reserpine prescriptions and hypertension guidelines and analysed the relevance of reserpine in examinations using German federal exam questions by the Institute for medical and pharmaceutical exam questions (IMPP). The textbooks differ conceptually from each other. The indication of reserpine for hypertension has become more restricted over time in all three textbooks, yet they partially show discrepancies with hypertension guidelines. The reserpine prescription figures show a strong decline , and reserpine has not been queried by the IMPP, which underlines the obsolescence of the drug. Overall, our study shows that the presentation of a representative obsolete drug in pharmacology textbooks lags current medical practice. We also unmasked more differences in the presentation of an obsolete drug in standard textbooks than anticipated. In conclusion, the analysis of obsolete drugs in pharmacology textbooks is an informative way of assessing how up-to-date they are. [ABSTRACT FROM AUTHOR]

The paper analyses the evolution of female representation in primary school text-books between 1970 and 2020, focusing on gender stereotypes and unmarked terms. After a review of institutional initiatives and studies on the subject, the sample and the quantitative methodology are described. The findings highlight a negative trend: after a temporary improvement during the experience of 1998’s POLITE, women and girls return to be marginally represented in textbooks.

The conception of functions, defined as the relationship between magnitudes or sets of ordered pairs, varies among students depending on the contextualization of the concept within the curriculum, notably in school textbooks. This investigation endeavors to scrutinize the approach taken by Indonesian textbooks in introducing the function concept at the lower secondary school level. An eighth-grade mathematics textbook was scrutinized utilizing praxeology, the fundamental construct of the Anthropological Theory of the Didactic. The analytical process unfolded in three main phases: examination of the praxis block, analysis of the logos block, and evaluation of the textbook's praxeological structure in collaboration with experts and educators. The examination revealed that the Indonesian textbook organizes functions into three distinct local praxeological frameworks: functions as sets, bijective functions, and functions as relationships between magnitudes. The praxis primarily emphasizes tasks and techniques for functions formulated by sets, shaping the landscape of function learning in Indonesia. Consequently, a notable epistemological gap within logos stems from the disparity between two conceptions of functions: functions as sets and analytical expressions. These findings underscore the necessity for an alternative praxeological arrangement of functions, mainly to bridge the divide between the set-theoretical definition and the analytical expression of a function.

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Sex/gender is an interesting phenomenon in biological and social sciences. It is characterised by constant redefinitions and conflicts as knowledge increases and social norms change. To understand the change in sex/gender representations in biology education, we analysed Finnish secondary school human biology textbooks from the 1990s until the most recent books. We classified the depictions of sex/gender differences and their explanations in texts and illustrations. We also composed stereotypes of men and women and calculated the number of feminine and masculine words. Contrary to previous studies, this study shows that feminine words were more numerous due to reproduction being closely linked to the word 'mother'. Biology textbooks mostly outline biological sex differences and explain them with hormones. While we found fewer sex/gender stereotypes and inclusion of sex/gender diversity in the recent textbooks, there was a decreasing trend on discussing sex/gender. These changes can partly be explained by curricular changes and the emergence of an additional subject, health studies, which has led to emphasising binary biological sex/gender in biology. We suggest that our results shine a light on a process where 'queer' is partially included in hegemony but which does not question the hegemony through critical discussion and scientific knowledge. [ABSTRACT FROM AUTHOR]

In the wake of the present inclusion of programming in mathematics education, which is a feature of curricular revisions in many countries, we have analysed newly inserted programming activities in mathematics textbooks. The aim was to investigate how such activities relate to and potentially affect students’ opportunities to learn mathematics. Data consist of Swedish textbooks for grades 7–9 (ages 13–15) intended for mathematics classes, where all units labelled as or including programming activities were analysed. Concerning the relation between mathematics and programming, our results show that in the intricate balance between teaching mathematics on the one hand and teaching programming on the other hand, the textbooks seem to lean towards the latter, thus not greatly contributing with mathematical learning opportunities. We see a dominance of mathematics as a context for programming, rather than programming as a tool for learning mathematics. The lack of exploration and rare occurrence of novel mathematics in the programming activities implies a weak relationship between mathematics and programming. [ABSTRACT FROM AUTHOR]