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Please try again.I Explore is an eight-level series of textbooks in science for school students. As envisaged in the National Curriculum Framework (2005) guidelines, these books have been designed to present science as a living body of knowledge where students are encouraged and guided to make exploratory forays of their own. These books comprehensively deal with all the elementary aspects of science in a graded manner and help in forming basic ideas about nature and the immediate environment of a child. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Get your Kindle here, or download a FREE Kindle Reading App.To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyses reviews to verify trustworthiness. Please try again later. Book lover by passion 5.0 out of 5 stars Book content is very good and also it contains a CD. The graphics and video in CD is also of good quality and my son loves to watch the video. Please try again.Please try again.Please try again. I Explore is an eight-level series of textbooks in science for school students. These books comprehensively deal with all the elementary aspects of science in a graded manner and help in forming basic ideas about nature and the immediate environment of a child. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. It also analyzes reviews to verify trustworthiness. I Explore is an eight-level series of textbooks in science for school students.
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These books comprehensively deal with all the elementary aspects of science in a graded manner and help in forming basic ideas about nature and the immediate environment of a child. As envisaged in the National Curriculum Framework (2005) guidelines, these books have been designed to present science as a living body of knowledge where students are encouraged and guided to make exploratory forays of their own. These books comprehensively deal with all the elementary aspects of science in a graded manner and help in forming basic ideas about nature and the immediate environment of a child. All Rights Reserved. The broad objective of our analysis is to explore the effectiveness of Cycle-1 Primary Science textbooks and workbooks in terms of their reflection of the Bahrain Ministry of Education’s school and curriculum reforms. When analyzing textbook contents, researchers examine the readability level, gender distribution, questioning cognitive levels and location, and graphical representations of concepts. The purpose of this paper is to quantify the type, quality and pedagogical functions of the graphical representations of the newly developed Cycle-1 primary science textbooks and the accompanying workbooks and to quantify the nature, location and cognitive levels of the texts questions as well. Twelve Science textbooks and workbooks were examined using an author-developed graphical analysis grid was used to examine the graphical representations. Descriptive statistical analysis was performed. Results showed domination of the non-analytic form of graphics. Maps and scale diagrams were almost absent and most of the graphs were of static nature. Analysis also showed that indigenous graphics were dominant over foreign graphics. About a third of the graphics served a specific cognitive function and were connected to the text, and most of them were captioned and indexed.
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An author developed questions analysis grid was used to examine the in-chapter and end-of-chapter questions and problems of 6-cycle-1 science textbooks. Analysis showed the following distribution of categories of questions and problems: knowledge, 29; comprehension, 30.5; application, 12.7; analysis, 15.2; synthesis, 7, and evaluation, 5.5. Further research is undergoing to establish a connection between graphical representations and students’ achievements and attitudes towards science and to analyze the cognitive level of questions in relation to their respective objectives.The broad objective of our analysis is to explore the effectiven ess of Cycle-1 Primary Science textbooks and workbooks in terms of their reflection of the Bahrain Ministry of Education’s school and curriculum reforms. When analyzing textbook contents, researchers examin e the readability level, gender distribution, questioning cognitive levels a nd location, and graphical representations of concepts. The purpose of this paper is to quantify the type, quality and pedagogical functions of the graphical representation s of the newly developed Cycle-1 primary science textbooks and the accompanying workbooks and to quantify th e nature, location and cognitive levels of the texts questions as well. Twelve Science textbooks and workbooks were examined using an author- developed graphical analysis grid was used to examine the graphical representations. Results showed domination of the non -analytic form of graphics. Analysis also showed that indig enous graphics were dominant over foreign graphics. Abo ut a third of the graphics served a specific cognitive function and were connected to the text, and most of them were captioned and indexed. An author d eveloped questions analysis grid was used to examine the in- chapter and end- of -chapter questions and problems of 6-cycle-1 science textbooks.
For this reason, various research studies have been conducted on science- textbook analysis in the past several decades. Sin ce textbooks are being used as major sources of information in teaching the particular subject, therefore, the quality and accuracy of the content o f those texts are crucial to their educational effectiveness and to students’ learning and attitudes towards science. Researchers look at the following when anal yzing the science textbooks: balance between theoretical and practical knowledge, portrayal of minorities, women and gender fairness, distribution of graphical information, vocab ulary load, readability, t he role of textbook questions, dealing with misconceptions, and cultural and religious sensibility. A number o f analytical tools have been constructed in recent years in the form of sur vey questionnaires, rubrics, grids, criteria, rating scheme s, and image analysi s protocols. T hey reported that analytic forms of graphics were dominated in the text and one third of all graphics were decorative in nature, most graphics were static, and approximately one third were not connected to the text.It was found that photographs are more often used than the schematic and explanatory i mages to promote the familiarization to students. The author applied content analysis procedure to investigate gender equity, questioning level, science vocabulary load, and readability level and concluded that the textbooks included unfair gender representations, a considerably hi gher number of i nput-level and pro cessing than output level questions, and high load of science terminology. They found that most of the questions did not enable students to develop conceptual understanding and gain higher-order cognitive skills. They found that about 70 of the questions co vered lo w-cognitive levels, while about one third only covered the high-order thinking skills. 2.
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Rationale and Purpose of the Study As part of the Bahrain Ed ucational reform ourselves, we needed to perform this whole critical review of cycle-1 primary science textbooks and workbooks in order to reflect on how they are aligned with the p rinciples and standards of the science curriculum reform and with the guiding principles of the Bahrai n MOE education reform as a whole. This study is considered of a benefit to curriculum developers and teachers in producing reform-oriented science textbo oks, which would help in improving the quality of science textbo oks used in Bahrain. Well design ed and written textbooks are shown to help students to understand the difficult concepts and overcoming scientific misconceptions. They are also expected to raise students' interests in learning science topics a nd improve st udents' achievements in science. In this study, w e utilize an authors’ de velo ped grid to quantitatively explore the type, function and quality of the graphical representations in cycle-1 primary science textbooks. In addition, an author developed questions analysis grid is used to examine the in-chapter and end- of -chapter questions and problems of 6-cycle-1 science textbooks. 3. Process of Developing Science Textbooks in Bahrain- Context of Study The school Science and Mathematics curricula reform in B ahrain was triggered by the (TIMSS) results. The team's job was to develop a new improved 1-12 Science and Mathematics curriculum that adopts inquir y and critical and cr eative thinking- based approach es. Development included the c ontent of textboo ks, workbooks, teachers' instruction manuals as well as other learning and instructional materials. The team started to examine various science and mathematics textbooks and accompanying Table 1.
List of textbooks under study materials from international publishing companies, looking for high quality learning materials in which the content addresses the idea s students are intended to learn, as described in the modified curricul um, and the instructional modes support effective teachin g and student achievement of a learni ng goal. McGraw-Hill Science and Mathematics K-12 package was chosen. A team of Science consultants and specialists performed, supervised and reviewed the adaptation and alignment of the Arabic versions of all learning materials with the B ahraini curriculum, with the aid of Obeikan publishing of Saudi Arabia.Through a consistent and structured learning cycle (Engage, Explore, Explain, E valuate and Elaborate), students confidently build upon th eir experiences to develop a lifelong understanding of science co ncepts in the following fields: Life sciences, Physical sciences, Earth sciences and Environmental sciences. 4. Methodology 4.1. Sample The sample consisted of all C ycle 1 Science Students' Text-Books and Wo rkbooks adopted in all government schools in the Kingdom of Bahrain for the graphical representations analysis. T he data for each categor y were tabulated for each chapter i n each textbo ok and workbook on a paper matrix. The data were then entered into an excel file and descriptive statistics for each variable were calculated. In ord er to enhance the validity and reliability of the analysis procedure, two well experienced science curriculum specialist s helped in performing the initial classification of the graphical representat ions, then the main author reviewed and re-entered the data into the excel grid for descriptive statistical calculations.Results were then compared, cases of disagreements were discussed, and a final category code was agreed upon. We repeated this process until we reached about 90 agree ment.
About 2,55 1 graphical representations were analyzed in the 12- textbooks and workbooks (two parts for every grade level). Illustrations covering all science topic areas were examined to answer the first research question in this study; (1)What are the frequencies of the graphics among the science topic areas? Table 4. Frequencies of graphics in various topic areas for Cycle-1 primary Science textbooks and workbooks As shown in Table 3, for grade 1 students' text books: 45 of the graphics covered life sciences, followed by 36 for general sciences, 11 for environmental science, and 3.5 for both earth and physical sciences. The largest percentage of graphics covered life sciences, as it is the most common topic area in this age and grade level. For grade 2 work b ooks, the trend was as follows: 60 of the graphics covered general sciences, 32 life sciences, 3.6 environmental sciences, 2. 5 earth science and 2 physical sciences. Finally, for grade 3 students' text books: 51 of the graphics covered ge neral sciences, 32 life sciences, 10.3 environmental sciences, 2.5 earth science and 2 physical sciences. For grade 3 work books: 73 of the graphics covered general sc iences, 20 life sciences, 4 physical sciences, 1 environmental and earth sciences. To answer the second research question: (2) What is the distribution of the various forms of graphical representations.In grade 1 work-books, both part I and II, photographs were the most common form of graphics at 96.2, with tables at 2.4, d rawings at 1.5, flow charts a t 0, maps at 0, hybrids at 0, and grap hs at 0. The third question stated that: (3) What is the distribu tion of th e forms of graphical representations in the topic areas in the sampled primary science textbooks and work-books for cycle1.Form Grade 1 Life Sciences Physical Sciences Earth Sciences Environ.
It can also be seen from Tables 12 and 13 that the number of representational and organizational graphics i ncreases as we go to higher grades. Distribution of the functions of graphical representations for textbooks Regarding questions 7, (7)What was the quality (dynamic, static) of the graphical representations in the newly developed cycle-1 primary science textbooks and workbooks. As shown in T ables 14 and 15, the static graphics dominated in all grade levels and topic areas, with more in the lower grade levels. Table 14. Distribution of the quality of graphical representations for textbooks Quality Grade Total 1 2 3 Freq Freq Freq Freq Static 505 83.2 451 77.7 514 70.9 1470 76.9 Dynamic 102 16.8 129 22.3 210 29.1 441 23.1 Total 607 100 580 100 724 100 1911 100 Table 15. Distribution of the quality of graphical representations for workbooks The last research question in this study dealt with the indexing and captioning of the graphics in various grade levels; (8) What was the conn ection of the graphics, in the newly developed cycle-1 primary science textbooks and workbooks, to the written text (indexing, captioning). Tables 16 and 17, show the data regarding the connection of the graphics to the written text (indexing, captioning) in the newly develo ped cycle- 1 primary science textbooks and workbooks, respectively.The data for the questions categories listed in Table 3 were tabulated for each text-book on a paper matrix The d ata were then entered into an excel file and descriptive statistics for each co gnitive level and location of q uestions were calculated for each grade level. 5.3. Research questions (1) What are the frequencies of the questions in the cycle-1 science textbooks, by cognitive level and chapter location? (2) Are the percentages of high level cognitive questions consistent with the science reform expectations. About 1584 questions wer e analyzed in 6- textbooks in order to answer the research questions.
The following tables show the analysis results: Table 18.From our findings, about a quarter of the questions belong to higher order thinking questions, one eight belong to output questions. Therefore, the answer to our second r esearch question is that: science te xtbooks are consistent with the science reform expectations to a low extent. 6. Discussion and Further Research In this study, a descriptive statistical analysis of the type, function and quality of the graphical representations in 12- Bahrain cycle-1 primary science textbooks and workbooks was performed. The results of this study suggest that all graphic forms were represented. Most forms of graphics are represented across all from topic areas of both textbooks and workbooks. About 45 of the graphics in the textbooks covered life sciences, followed by 36 for ge neral scie nces, 11 f or environmental science, and 3.5 for both earth and physical sciences. Results also showed that less than o ne third of the graphics were of the more a nalytic forms; more than one third served a specific cognitive purpose; 27 were well co nnected to the text; 60 -70 were indexically refere nced. Two third of the graphics were decor ative; 76 were static representations; 30 were not indexically referenced and did not have captions. This sum mation shows that graphics were primarily added to the text to make it more ap peali ng to the teachers and students. There was an absence of maps a nd scale diagrams. Analysis also showed that indigenous graphics represent ed about 60- 70 of the photographs and 6 0-90 o f drawings. Male representations made 50 - 70 of the graphics. Our study also focused on the nature, location and cognitive levels o f the science textbooks questions.
Results showed that 27 of the q uestions belong to higher order thinking questions; which indicates the newly develop ed science textbooks are consistent with the scie nce curriculum reform expectations in the Kingdo m of Bahrain to a certain extent. Future work is underway, taking into account the gender equity issues, the readability level and the scientific vocabular y loads.School Science and Mathematics, 92(2), 74-79.Descriptive Analysis of the Graphical Representations of Cycle-2 Primary Science Textbooks in Bahrain Article Full-text available Sep 2013 Faten Abd El-Hameed Salah A. A. Emara Educational reform documents and research papers in the field emphasize the crucial role of analyzing the contents of science textbooks in improving science education. The broad objective of our critical review is to explore the effectiveness of Cycle-2 Primary Science textbooks and workbooks in terms of their reflection of the Bahrain Ministry of Education’s school and curriculum reforms. The readability level, gender distribution, questioning cognitive levels and location, and graphical representations of concepts are examined. The purpose of this paper (part I of the review) is to quantify the type, quality and pedagogical functions of the graphical representations of the newly developed Cycle-2 primary science textbooks and the accompanying workbooks. Twelve Science textbooks and workbooks were examined using an authordeveloped graphical analysis grid. Results show that the least analytic form of graphics dominated. There was an absence of maps and scale diagrams and most of the graphs were of static nature. More than one third of the graphics served a specific cognitive function and were connected to the text, and most of them were captioned and indexed. Further research is undergoing to establish a connection between graphical representations and students’ achievements and attitudes towards science.
View Show abstract Quantitative Analysis of Science and Chemistry Textbooks for Indicators of Reform: A complementary perspective Article Full-text available Jul 2010 INT J SCI EDUC Ajda Kahveci In this study, multiple thematically based and quantitative analysis procedures were utilized to explore the effectiveness of Turkish chemistry and science textbooks in terms of their reflection of reform. The themes gender equity, questioning level, science vocabulary load, and readability level provided the conceptual framework for the analyses. An unobtrusive research method, content analysis, was used by coding the manifest content and counting the frequency of words, photographs, drawings, and questions by cognitive level. The context was an undergraduate chemistry teacher preparation program at a large public university in a metropolitan area in northwestern Turkey. Forty preservice chemistry teachers were guided to analyze 10 middle school science and 10 high school chemistry textbooks. Overall, the textbooks included unfair gender representations, a considerably higher number of input and processing than output level questions, and high load of science terminology. The textbooks failed to provide sufficient empirical evidence to be considered as gender equitable and inquiry?based. The quantitative approach employed for evaluation contrasts with a more interpretive approach, and has the potential in depicting textbook profiles in a more reliable way, complementing the commonly employed qualitative procedures. Implications suggest that further work in this line is needed on calibrating the analysis procedures with science textbooks used in different international settings. The procedures could be modified and improved to meet specific evaluation needs. In the Turkish context, next step research may concern the analysis of science textbooks being rewritten for the reform?based curricula to make cross?comparisons and evaluate a possible progression.
View Show abstract Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science Article Dec 2007 INT J SCI EDUC Eugene L. Chiappetta David Fillman Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The same six chapters or sections were analyzed in each textbook, which were the methods of science, cells, heredity, DNA, evolution, and ecology. Therefore, these biology textbooks are incorporating national science education reform guides that recommend a more authentic view of the scientific enterprise than similar textbooks used 15 years ago. View Show abstract Representations of indigenous knowledges in secondary school science textbooks in Australia and Canada Article Jun 2000 INT J SCI EDUC Peter Ninnes In recent years there has been a growing recognition that presenting principally western perspectives in science texts is a form of ethnocentrism, racism or cultural imperialism. In order to address this problem, a number of science texts have appeared which attempt to incorporate greater diversity of knowledge types. This paper employs discourse analysis techniques to examine the approach taken to minority group knowledges in two recently published sets of junior secondary science texts, one used in Australia and the other in Canada, with a specific focus on the incorporation of indigenous knowledges into the texts. An evaluation is provided on the kinds of indigenous knowledges incorporated in the texts and the strengths and weaknesses of the approaches used. View Show abstract Taxonomy of Educational Objectives. Handbook 2: Affective Domain Article Nov 1966 BRIT J EDUC STUD W. A. L. Blyth Benjamin S. Bloom David R.
Krathwohl View Taxonomy of Educational Objectives: Handbook 1 Article Jan 1956 B. S Bloom View A Revision of Bloom's Taxonomy: An Overview Article Nov 2002 THEOR PRACT David R. Krathwohl View Toward a First Nations cross?cultural science and technology curriculum Article Apr 1997 SCI EDUC Glen Aikenhead This article explores First Nations (Native American) science education from a cultural perspective. Science is recognized as a subculture of Western culture. Scientific and Aboriginal ideas about nature are contrasted. Learning science is viewed as culture acquisition that requires First Nations students to cross a cultural border from their everyday world into the subculture of science. The pathway toward the cross-cultural education explored in the ar- ticle is: (1) founded on empirical studies in educational anthropology; (2) directed by the goals of First Nations people themselves; (3) illuminated by a reconceptualization of science teach- ing as cultural transmission; (4) guided by a cross-cultural STS science and technology cur- riculum; and (5) grounded in various types of content knowledge (common sense, technology, and science) for the purpose of practical action such as economic development, environmental responsibility, and cultural survival. Sci Ed 81:217 - 238, 1997. View Show abstract Science Textbooks' Use of Graphical Representation: A Descriptive Analysis of Four Sixth Grade Science Texts Article May 2010 Read Psychol Scott Slough Erin McTigue Suyeon Kim Susan K. Jennings Middle school teachers tend to rely heavily on texts that have become increasing more visual. There is little information available about the graphical demands of general middle grades' science texts. The purpose of this study was to quantify the type and quality of the graphical representations and how they interacted with the textual material in middle school science texts.
Results produced reasons for concern (least analytic forms of graphics dominated, one third of all graphics were decorative in nature, most graphics were static in nature, and approximately one third were not connected to the text spatially or semantically) and reasons for optimism (approximately one third of the time more analytic forms of graphics were used, two thirds served a specific cognitive function, and over half of the graphics were connected to the text and indexically referenced). Further research is warranted on a larger sample of texts from different states, publishers, grade levels, and subjects. View Show abstract Effects of Three Types of Inserted Questions on Learning from Prose Article Oct 1971 J EDUC PSYCHOL Graeme H. Watts Richard C. Anderson 300 high school seniors answered an inserted question after reading each of 5 450-word passages explaining a psychological principle. The question involved identifying an example of the principle or the name of the psychologist associated with the principle. Ss who received questions that required them to apply the principles to new examples performed significantly better on the posttest than all other ss, including ss who received otherwise identical questions that repeated examples described in the text. The group which answered name questions performed worst on the posttest, poorer even than the reading-only control group. It is argued that inserted application questions induced the student to process the text more thoroughly. September 2013 Faten Abd El-Hameed Salah A. A. Emara Educational reform documents and research papers in the field emphasize the crucial role of analyzing the contents of science textbooks in improving science education. Due to this fact, curriculum developers in the field emphasize the crucial role of analysing the contents of science textbooks in improving science education. Scientific domain knowledge relies on graphical representations for the manifestation of itself.
This paper examined ten UAE primary science textbooks and practical books using an author-improved graphical analysis grid. From the descriptive analysis, it was found that general science was the illustrated topic area for fundamental level of science. The most frequently used graphical type is the iconic. Female images outnumber the male images. Results also showed that indigenous graphics were dominant over foreign graphics. The study also found the majority of visual representations in the textbooks were designed to convey static information and they are in close relationship with the textual representations. Yet most of the graphical images were indexed and captioned that served specific cognitive functions. The results also suggest graphic representations need to be treated as an important visual tool that textbook authors should use them wisely to have the domain knowledge conveyed in various topic areas. For this reason, numerous research studies have been conducted in science textbook analysis in the past several decades. With the invention of the printing press, textbooks became omnipresent in every school. Since the textbooks are being used as a major source of information in teaching a particular subject, the quality and accuracy of the content is crucial for their educational effectiveness. Despite some good curricular changes and developments across the globe, much remains to be achieved. Methods: The method used in this study was content analysis. Textbook analyses were conducted based on the procedures described by Chiapetta, Fillman and Sethna (1991a, revised 2004). The four science textbooks that were selected for content analysis were those approved by the Turkish Ministry of National Education (MEB) to be used in grades 4 and 5 for the 2011-2012 academic year.