Sexist stereotypes in the language textbooks of the Greek primary school: a multidimensional approach

School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.     

呼唤新体系:小学教育学教材的比较研究

小学教育学教材在小学师资培养和小学教师在职培训中扮演着重要的角色。就目前我国发行量颇大、影响深远的三本小学教育学的教材来看,在体系上存在结构大同小异、与普通教育学教材极其相似、没有从小学教育的实际出发、缺乏明确的价值取向等问题。在新课程改革的背景下,应该重构小学教育学教材的体系,适应小学教育正在发生的巨大变革。在重构中,应该坚持到小学去研究教育学、研究和解决实际问题的原则。     

Going beyond textbooks: a study on seamless science inquiry in an upper primary class

This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills.     

The use of photographs to portray urban ecosystems in six introductory environmental science textbooks

This study examined how photographs in six introductory environmental science texts portrayed the urban environments in which most U.S. students lived. All photographs from all texts were coded to determine whether they depicted urban areas. The urban photographs were then coded to determine what they communicated about the urban environment. The analysis suggested that the texts in this study, though varied in their portrayal of urban ecosystems, did address many of the environmental issues that affected the city. However, urban examples were rarely used to illustrate general ecological concepts that applied to all ecosystems (i.e., biodiversity or evolution). The author contended that “sense of place” theories indicated that more photographs should be dedicated to portraying urban environments as functioning ecosystems. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1003–1020, 2008     

The pedagogical potential of drawing and writing in a primary science multimodal unit

In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes.     

Students' comprehension of science textbooks using a question‐based reading strategy

Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first‐year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while reading text materials. The theory suggests that the strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n = 294) in this study were randomly assigned to either a questioning strategy treatment or a rereading placebo‐control. While reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question strategy treatment over the placebo‐control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 363–379, 2010     

Elementary and middle school students' image of science and scientists related to current science textbooks in Taiwan

This study examined elementary and middle school students' images of science and scientists, with an analysis of how those images may be influenced by science textbooks currently in use in Taiwan. A modified Chambers' Draw-a-Scientist Test (DAST) was administered to a total 289 students from grades 1, 3, 5 and 8. Results showed that upper-grade students drew more indicators (i.e., lab coats, eyeglasses, facial features, research and knowledge symbols, and relevant captions) than did lower-grade students. An analysis of individual drawings revealed an increase in sophistication and complexity according to progressively higher grade levels. It was found that students very often drew images strikingly similar to what their science textbook presented. It implicated that our current science textbooks indeed have some degree of influence on students' image of science and scientists.     

Promoting science and technology in primary education: a review of integrated curricula

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.     

A new approach to high-order cognitive skills in linguistics: problem-solving inference in similarity to computer science

A central issue in the design of curricula for all school levels is the development of the learners’ high-order thinking skills and metacognitive skills. Among such required skills is the ability to solve problems. The literature dealing with the development of problem-solving skills is vast and primarily addresses the scientific disciplines, even though the importance of integrating such skills into all disciplines is widely mentioned. The current study aims to compare problem-solving questions used in two seemingly different disciplines: linguistics and computer science. Our premise was that the basis for imparting problem-solving skills is asking problem-solving questions. We analysed problem-solving questions posed in various teaching and learning school scenarios for keywords, and identified nine categories of problem-solving question keywords common to both disciplines. We present those categories and extend our study of two categories to demonstrating the ability to follow the problem-solving process in linguistics is similar to the exact sciences.     

Representations of nature of science in high school chemistry textbooks over the past four decades

This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory‐driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of 14 textbooks, including five “series” spanning one to four decades, were analyzed. The textbooks commanded significant market shares in the United States and were widely used in some of the most populace states. Relevant textbook sections were scored on each of the target NOS aspects on a scale ranging from −3 to +3, which reflected the accuracy, completeness, and manner (explicit versus implicit) in which these aspects were addressed. The textbooks fared poorly in their representations of NOS. Additionally, with a few exceptions, textbook scores either did not change or decreased over the past four decades. These trends are incommensurate with the discourse in national and international science education reform documents, which has witnessed an increasing emphasis on the centrality of NOS to scientific literacy and pre‐college science education during the same time period. Assessment and evaluation strategies, and policies need to be targeted if substantial and desired changes in the ways NOS is addressed in science textbooks are to be effected. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 835–855, 2008     

Development and validation of an instrument for evaluating inquiry-based tasks in science textbooks

This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about scientific concepts, (2) providing students opportunities to use inquiry process skills, (3) being conducive to establishing understandings about scientific inquiry, and (4) giving students opportunities to develop higher order thinking skills. An instrument – the Inquiry-Based Tasks Analysis Inventory (ITAI) – was developed to judge whether inquiry-based tasks perform these functions well. To test the reliability and validity of the ITAI, 4 faculty members were invited to use the ITAI to collect data from 53 inquiry-based tasks in the 3 most widely adopted senior secondary biology textbooks in Mainland China. The results indicate that (1) the inter-rater reliability reached 87.7%, (2) the grading criteria have high discriminant validity, (3) the items possess high convergent validity, and (4) the Cronbach’s alpha reliability coefficient reached 0.792. The study concludes that the ITAI is valid and reliable. Because of its solid foundations in theoretical and empirical argumentation, the ITAI is trustworthy.     

‘Mindreading’ from primary science: using concept cartoons to develop theory of mind in 5–6-year-olds – a pilot study

Building on Woolman’s [2017. ‘Developing 5–6 Year olds’ Social Competence using Concept Cartoons: A Neurocognitive Approach.’ Journal of Applied Psychology and Social Science 3 (2): 90–123. Retrieved from http://194.81.189.19/ojs/index.php/apass/article/viewFile/437/557] findings of Concept Cartoons (CCs) positively affecting aspects of social competence, I explore the effects of CCs in primary Science lessons by teachers who have no experience with CCs on Theory of Mind (ToM) development in 5–6-year-olds. Two Year 1 teachers took part in a mixed methods pre-test-post-test quasi-experimental design with twenty 5–6-year-olds taking part in a metacognition and false-belief tasks and teachers taking part in semi-structured interviews. Significant findings were found in response latencies in favour of the experimental group. Future research would benefit from a longitudinal study on the effects of CCs on ToM development in young children.     

Formative assessment in primary science

This action learning study in a year three classroom explored the implementation of five formative assessment principles to assist students' understandings of the scientific topic of liquids and solids. These principles were employed to give students a greater opportunity to express their understanding of the concepts. The study found that the principles of formal assessment worked well in concert with the pedagogical framework of the interactive teaching model.     

中国教科书审定制之嚆矢——试析晚清学部第一次审定初等小学教科书

1906年,中国历史上第一次审定初等小学教科书的活动正式实施,并产生了重大影响,显示了清朝统治集团被时代潮流裹胁,向着现代教育制度迈进了一大步.晚清学部第一次根据国家统一的教育宗旨、学制课标准,统一制定初等小学教科书审定之标准、审定之项目、审定之时间范围、审定之科目数量及具体书名,旨在求得学校教学用书、教学内容上的统一,一定程度上对全国的新式教科书起到榜样与督促作用.     

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.     

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.     

An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which isa fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices.