Curriculum Reform Movements and Science Textbooks: A Retrospective Examination of 6th Grade Science Textbooks (original) (raw)

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

EURASIA Journal of Mathematics, Science & Technology Education, 2013

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Teaching Nature of Science in Pre-Service Teachers through the History of Science- The Case of Electric Charge

IHPST Conference Proceedings, 2011

Although there has been an overwhelming consensus as to the necessity of instructing Nature of Science to primary and secondary teachers, in some writings there appears to be no agreement among philosophers of science and science educators regarding the specific characteristics of Nature of Science and their importance. In the present study, after re-considering Nature of Science related to what teachers should know, we suggest an explicit instruction of it through the history of science. More specifically, the historical development of electric charge is selected as a means of instructing Nature of Science. Some research difficulties are being discussed in the following paragraphs.

Physics Teachers’ Perceptions of the Difficulty of Teaching Electricity

Research in Science Education, 2009

As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current (DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school physics teachers. These interviews explored teachers' perceptions of difficulties in student learning and their own teaching of DC electricity, their uses of models and analogies in this teaching, and their own understandings of the concepts of DC electricity. Eight high school physics teachers from the Australian state of Victoria were interviewed: three who had a strong focus on student understanding in their classrooms and five who used more traditional approaches. We also interviewed three authors of textbooks then currently used in senior high school physics in Victoria, all of whom were also teachers of high school physics. All but one of these eleven interviewees was a very experienced teacher of DC electricity at the senior high school level. The interview data are summarized and implications for curriculum and teaching/learning of electricity are considered. There was a wide range of views among the teachers about the difficulties of both the concepts of DC electricity and the teaching of these concepts, and about the nature of physics knowledge. A number of the interviewees revealed levels of conceptual understanding that we see as of concern. Some of the teachers whose understanding causes us concern made clear early in the interview their view that the concepts of DC electricity were essentially straight forward; in all cases these interviewees had by the end of the interview reconsidered this position.

Views and Experiences of Pre-Service Science Teachers on the Use of Technology in Teaching and Learning of Electric Concepts

Unnes Science Education Journal

The aim of the study was to explore pre-service science teachers’ views and experiences on the use of technology in teaching and learning of electric concepts. . The study sample consisted of six pre-service science teachers enrolled in Physical Science level 1 at a university of technology in South Africa, who aspire to be Physical Science teachers, and whose curriculum consist of electricity. The study adopted a case study research design embedded within the qualitative research approach. Data for the study was collected voluntarily from participants in alignment with the convenience sampling technique. The results of the study indicate the need for educators to have technology integration strategies because some schools lack equipment needed to conduct experiments. Moreover, pre-service science teachers recommend the use of technology integration because it is cheaper, safer, and more convenient

DESIGN AND IMPLEMENTATION OF A NEW TEACHING-LEARNING MODEL OF ELECTRICITY CONCEPTS IN MIDDLE SCHOOL

DESIGN AND IMPLEMENTATION OF A NEW TEACHING-LEARNING MODEL OF ELECTRICITY CONCEPTS IN MIDDLE SCHOOL, 2022

The objective of this article is to design, construct and test a new teaching-learning model of electricity concepts in middle school. This model is developed by integrating the inquiry-based learning approach, recommended in the official Moroccan middle school's physical sciences program, the flipped classroom model and analogy for teaching electricity. To do this, we first analyzed the current situation and explained the need for such a project in the physical science curriculum of Moroccan middle school, then designed and developed the model and finally implemented it with a sample of 83 middle school pupils. In this study, we followed a quasiexperimental research design wherein a pre-test and a post-test were deployed for the experimental and control groups. This study found that pupils' means scores and outcomes after the intervention were significantly in favor of the experimental group.

Scientific literacy at the school. An inquiry about What is the world made of

2018

CPR Gijón-Oriente 8 8 2.5. Electricity in the mid-18 th century A. Polarisarion by induction B. Why does an electrified bar attract a neutral condictive body? C. Analysis of Cabeo's experiment with the help of the laws of electrostatics 3. Third part: Electrical characteristics of the intermolecular forces 3.1 Considerations: The Piagetian structure of history and the didactic organisation of knowledge 3.2 What do laws explain? 4. Conclusions

Conceptualization Forms of “Electricity, Electric Current and Electrical Energy ” by Junior High

2009

This study was designed to determine how, after the implementation of the new elementary school Science and Technology Course curriculum, students conceptualized the concepts of electricity, electric current and electrical energy and how these conceptions changed over time. In the first stage of the study, the curriculum for science and technology in the 4th-8th grades was examined and analyzed. Subsequently, a questionnaire comprising three open-ended questions was administered to a total of 428 6th-, 7th- and 8th-grade (aged 12-14) students. A qualitative analysis of the data determined that although students made a correct conceptualization of “electric current”, they had misconceptions about “electricity ” and “electrical energy”.

Content structure and analogies in introductory electricity chapters of physics schoolbooks

Physics Education

Introductory electricity is a difficult topic for most lower secondary students, especially the development of an adequate conceptualisation of voltage is seen as a major obstacle. A few instructional concepts concerning the teaching and learning of physics have been proven helpful when it comes to constructing conceptual knowledge. For example, the choice of content structure, meaningful elementarisation of basic concepts or adequate use of analogies. What has not been in the focus is how physics school textbooks consider these factors. In this article, we compare four widely used Austrian physics school textbooks concerning their content structure, definition of basic concepts and their use of analogies. Results show that the concept of 'content structure diagrams' is a useful tool to analyse schoolbooks. Although Austria has a compulsory syllabus, the four schoolbooks greatly differ in the amount of covered content and interlinking of concepts. However, a few common approaches regarding the sequencing of the concepts were identified and are reported in this article.

Scientific Literacy Ability of Junior High School Students on Static Electricity and Electricity in Living Things

IJORER : International Journal of Recent Educational Research, 2021

Junior high school students need to have good scientific literacy skills to have sufficient competence to compete in the current and future era of information and globalization. Science is basic knowledge covering products, processes, and applications. One of the science materials is static electricity and electricity in living things. This study aimed to determine the literacy profile of junior high school students on static electricity and electricity in living things. The subjects of this study were junior high school students. This research uses a descriptive research method. Data collection instruments consist of scientific literacy instruments. The results showed that junior high school students’ average scientific literacy ability on static electricity and electricity in living things, in general, was low criteria. The achievement of scientific literacy ability in the first indicator to explain scientific phenomena obtained a score of 28.76% higher when compared to the second...

Junior High School Student’s Literacy of Science Concept: Electricity & Heredity

Journal of Education, Teaching and Social Studies, 2022

High Order Thinking Skills (HOTs) is the way of thinking which should have been mastered by students everywhere early for their life skills. This HOTs skill has been internationally assessed since 2000 every three years attended by all OECD members includes Indonesia through Program International for Student Assessment (PISA). Result of PISA of Indonesian students from 2000 until 2018 still have achieved at level 1a of highest level 6 as national average. Considering geographical area located from West to East, it is very important to map students literacy in each area as base-line of creating integrated effort for Junior High School to increase student’s literacy. This descriptive study aims to promote the profile of Junior High School Literacy. About 40 of 9-grade students and two science teachers involved in this study as research subject. Data were obtained through participative observation, test and video typing for classroom activity during two months on the topic of heredity ...