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Research Journal in Organizational Psychology & Educational Studies 2(1) 39-43
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© Emerging Academy Resources (2013) (ISSN: 2276-8475) www.emergingresource.org
QUANTITATIVE ANALYSIS OF SECONDARY SCHOOL BIOLOGY TEXTBOOKS FOR SCIENTIFIC LITERACY THEMES Dr. Uchenna Udeani Department of Science & Technology Education, University of Lagos, Nigeria. __________________________________ ____________________ _______________________________ ___________________________________ ___________________________________ _____________________ ____ ABSTRACT
In Nigeria secondary school science teaching is textbook dominated and textbooks continue to be a major component of science instruction throughout the country. Since textbooks exert a tremendous influence on teaching and learning it becomes imperative that their content should assist in developing a scientifically and technologically literate society. The purpose of this study therefore was to analyse the contents of four recommended biology textbooks for curriculum balance and emphasis on the following aspects of scientific literacy such as science as a body of knowledge, science as a way of investigating, science as a way of thinking and the interaction among science, technology and society. Biology textbooks were chosen for this study because all secondary school students offer biology u p to the senior secondary school level and for the non science students their contact with classroom science ter minates here. The four textbooks analysed stress science as a body of knowledge, place place some emphasis on science as a way of investigating, have practically eliminated eliminated science as a way of thinking and devote very little text to the interaction among science, technology and society. Most of the analyzed textbooks present the stereotypical steps of the scientific method and do not provide a balance of scientific scientific literacy themes. The study contributed to the knowledge knowledge we have in Nigeria about curriculum balance in recommended biology textbooks and the need for stakeholders in science education to ensure that recommended textbooks contribute to the curriculum balance that appears needed to promote scientific literacy in secondary school science programmes. The content of biology textbooks must continue to be revised as as new discoveries discoveries are made, new ideas ideas conceptualized conceptualized and the needs of students students and society society change. . © Emerging Academy Resources KEYWORDS: Scientific Literacy, Quantitative Analysis, Biology Textbook, Secondary School. __________________________________ ________________________________________________ __________________________________ ______________________________________ _____________________ ___ INTRODUCTION Two very distinct and conflicting societal demands The goals of Science for All and Scientific Literacy shape science education programmes in different are being subscribed to in many developing countries. These are (i) demand for specialist countries and Science is increasingly being viewed manpower manpower so that societies and economies can keep as a subject of lifelong utility to all students(Ware pace in a world where scientific knowledge and 1992) A more more scientifically scientifically literate populace is technology is being exploited in a rapidly increasing considered as better equipped to contribute to way. (ii) demand for a more scientifically literate economic and societal development through citizenry, ie science education should produce more informed decision making in their life (Ware 1992) members of the society who will be able to benefit from personal and social applications of science and Scientific Literacy is the knowledge and will be prepared to support the changes of a understanding of scientific concepts and processes scientific and technological technological kind that are needed for required for personal decision making, participating a good balance between developmental and in civil and cultural affairs and economic environmental environmental concerns (Fensham,1985). productivity (National (National Science Education Standards, Standards, 1996). The essence of scientific literacy is the ability The first demand dominated in shaping the science to use scientific knowledge to make informed curricula in the 1960s and 1970s. Usually, such a personal and societal decisions (Lederman and curriculum involved the rote recall of large numbers Lederman, 2005). of facts, concepts and algorithms which are not obviously socially useful. In the 1970s, these Teachers of science engage students effectively in movements had been integrated into a single studies of the History, Philosophy and Practice of movement: Science, Technology and Society (STS) Science. An understanding of the nature of science Two similar movements follow it, namely, ‘Science has been an objective of science i nstruction. nstruction. for All’ and ‘Scientific Literacy’.
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Research Journal in Organizational Psychology and Educational Studies (ISSN: 2276-8475) 2(1):39-43 Quantitative Analysis Of Secondary School Biology Textbooks For Scientific Literacy Themes
Four themes of the nature of science and scientific literacy that should be evident in science instruction to various degrees are:
world in which we live. They should i ncorporate the historical and human aspects of scientific discoveries and they should make the reader more cognizant of the impact of science and technology on society.
Science as a Way of Thinking This theme describes how a scientist experiments, shows the historical development of an idea (how science proceeds by inductive and deductive reasoning) gives cause and effect relationship, and brings out how science is a discipline disposed to self-examination.
Science textbooks should assist in the development of a scientifically and technologically literate society. In order to achieve this task, these teaching aids must provide curriculum balance which stresses knowledge, investigating, thinking, history of science, technology and societal concerns.
Science as a Way of Investigating This theme reflects the active aspect of inquiry and learning which involve the students in the methods and processes of science. It stimulates thinking and doing by asking the students to find out.
Curriculum balance is the theoretical model that formed the basis of the analytical procedure for this research. Curriculum balance is a concept that is often recommended for school programmes and is reflected in the major movements in science education to promote scientific literacy and science, technology and society. (Harms and Yager, 1981; National Science Teachers Association, 1982)
Science as a Body of Knowledge This theme presents and discusses facts, concepts, principles and laws. It presents hypotheses, theories and models and requires the recall of knowledge or information.
In Nigeria, students studying for the Senior School Certificate Examination (SSCE) must register and pass at least one science subject. To this end most of the students both science and arts inclined register for biology. Biology is one science su bject that both categories of students offer up to the school certificate level and for the art students their contact with classroom science terminates here. It therefore becomes imperative that the contents of biology textbooks should satisfy the requirement of curriculum balance if our objective of creating a scientifically and technologically literate polity is to be achieved.
Science and Its Interaction with Technology and Society This theme illustrates the impact of science on society. This aspect of scientific literacy pertains to the application of science and how technology helps or hinders humankind. It involves social issues and careers.
These themes can be used to analyze what is being emphasized in a teaching session, laboratory exercise and textbook chapter. In Nigeria, secondary school science teaching is textbook dominated; science textbooks continue to be a major component of science instruction throughout the country. If science textbooks exert a lot of influence on science teaching and learning, it becomes necessary that the contents and what they convey to the students are factual, accurate and up to date. Science textbooks play an important role for secondary school science teachers in the teaching learning process. These teaching aids often for m the topic outline of the curriculum and contain a significant amount of the information taught in the classroom. Some researchers believe that, in a typical classroom, the textbook is the ultimate source of knowledge, provides the majority of instructional support beyond the teachers, and in many cases actually becomes the curriculum (Stake and Easley, 1978).
The purpose of this study, therefore, was to quantitatively analyze the content of four s econdary school biology textbooks for scientific literacy themes. In particular, this investigation sought to answer the following questions:What content is emphasized relative to various themes of scientific literacy which are categorized as follows: a. Science as a body of knowledge b. Science as a way of investigating c. Science as a way of thinking and d. The interaction among science, technology and society (STS). METHOD Four secondary school biology textbooks were selected for analysis. These textbooks are the ones recommended by the Federal Ministry of Education for use in schools within the country.
What constitutes a good science textbook and how can we identify one? Science textbooks should present science as an enterprise that seeks to find out about and explain natural phenomenon. They should convey science as more than knowledge about the 40
Research Journal in Organizational Psychology and Educational Studies (ISSN: 2276-8475) 2(1):39-43 Quantitative Analysis Of Secondary School Biology Textbooks For Scientific Literacy Themes
The books are: 1) Stone, R.H. & Cozens, A.B. (2009) New Biology for West African Schools. Longman Group Ltd. 2) Ramalingam, S.T. Pereira, S. Pereira, C.T. (2004) Modern Biology for Secondary Schools Revised Edition, F E P International Ltd. 3) Olowookere, J. Ajayi, T.; Adeyeye, M.A.; (2009) Fundamentals of Biology for Senior Secondary Schools. Triumph Publishers Ltd. 4) Soyibo, K.A.; Akinade, E.A. Ekpunobi, E.N.; Tureta, M.S.A. (2010) Biology for Senior Secondary Schools. Revised edition. Nelson Publishers.
certain scientist in particular went about ‘finding out’. Text in this category – a. Describes how a scientist experimented b. Shows the historical development of an idea c. Showa how science proceeds by inductive and deductive reasoning. d. Gives cause and effect relationships. e. Brings out how science is a disciple disposed to self-examination. (4)
Analyses of the four biology textbook were carried out following a valid and reliable procedure (Chiappetta, Fillman and Setha 1991b) described in a 25 page manual; “Procedures for conducting content analysis of science textbooks. The following is a description of the four categories of scientific literacy and directions for c oders. Categories for Analyzing Science Textbooks (1) The Knowledge of Science: Check this categories if the intent of the text is to present, discuss or ask the student to recall information facts, concepts, principles, laws, theories etc. textbook material in this category a. Presents facts, concepts, principles and laws. b. Presents hypotheses, theories and models c. Asks students to recall knowledge or information.
(2)
(3)
Interaction of Science, Technology and Society: Check this category if the intent of the text is to illustrate the impact of science on society. This aspect of scientific literacy pertains to the application of science and how technology helps or hinders humankind. It involves social issues and careers. Text in this category – a. Describes the usefulness of science and technology to society b. Stresses the negative effects of science and technology on society. c. Discusses social issues related to science and technology. d. Brings out careers and jobs in scientific and technological fields.
A fifty per cent (50%) random sample of textbook pages was photocopied from each of the four biology textbooks although according to Garcia (1985) a five per cent sample represents a valid and reliable quantity of text to access the curriculum balance in science textbooks. The author and a graduate student in biology served as the raters and conducted the analysis as described earlier. Each rater independently read each unit of analysis and classified it into one of the four categories of scientific literacy. The data gathered was used for calculating the inter rater analysis.
The Investigative Nature of Science: Check this category if the intent of the text is to stimulate thinking and doing by asking the student to ‘find out’. It reflects the active aspect of inquiry and learning which involves the students in the methods and processes of science. Textbook material in this category requires the student to: a. Answer a question through the use of material b. Answer a question through the use of charts c. Make a calculation d. Reason out an answer e. Engage in a thought experiment or activity.
RESULTS Tables I: Intercoder Agreement for the Analysis of Four Aspects of Scientific Literacy in Four Secondary School Biology Textbook Textbook Percentage Agreement R.H. Stone & A.B. Cozens 88 S.T. Ramalingam, S. Pereira, C.T. Pereira 79 Jide Olowookere, T. Ajayi & N.A. Adeleye 94 Kola Soyibo, Akinade, E.A. Ekpunobi, E.N. and M.S.A. Tureta 90
Science as a way of thinking: Check this category if the intent of the text is to illustrate how science in general or a
Inter rater agreement among the two raters is considerably high. The percentage agreement for the four secondary school biology textbooks range from 79% to 94%. 41
Research Journal in Organizational Psychology and Educational Studies (ISSN: 2276-8475) 2(1):39-43 Quantitative Analysis Of Secondary School Biology Textbooks For Scientific Literacy Themes
Tables II: Percentages of Themes of Scientific Literacy Found in Four Secondary Schools Biology Textbooks Textbook Coder I II III IV R.H. Stone A 60.2 28.7 8.0 3.1 A.B. Cozens B 57.8 31.8 7.8 2.6 Mean 59.0 30.3 7.9 2.9 S.T. Ramalingam A 68.1 22.8 6.1 3.0 S. Pereira B 65.3 26.0 6.0 2.7 C.T. Pereira Mean 66.7 24.4 6.0 2.9 Jide Olowookere A 52.7 33.1 11.3 2.9 T. Ajayi B 51.9 30.7 14.8 2.6 M.A. Adeleye Mean 52.3 31.9 13.0 2.8 E.A, Akinade A 50.4 41.9 5.0 2.7 E.N. Ekunobi B 49.5 43.9 4.1 2.5 M.S.A. Tureta Mean 50.0 42.9 4.6 2.6 *Themes of Scientific Literacy. I = Knowledge of Science Based on the above findings the study recommends II = Investigative Nature of Science that education officers responsible for selecting and III = Science as a way of thinking recommending biology textbooks to conduct a IV = Interaction of Science, Technology and quantitative analysis of the text for scientific literacy Society themes to ensure curriculum balance concluding most of the analyzed textbooks present the Table II presents the percentages of four themes stereotypical steps of the scientific method. The found among the four textbooks within a 50% content of biology textbooks must change as new random sample of pages selected throughout each discoveries are made, new ideas conceptualized and book. Inspection of the table shows that science as as the needs of students and society change. body of knowledge is the predominant theme and ranges from a mean of 50% to 66.7%. The material REFERENCES devoted to science as a way of investigating ranges Bybee. R.W. (Ed) (1986). Science, Technology, from a mean of 24.4% to 42.9%. The material Society. The 1985 Year book. Washington, D.C. devoted to science as way of thinking ranges from a National Science Teachers Association. mean of 4.6% to 13%. The material devoted to STS ranges from a mean of 2.6% to 2.9%. Chiapetta, E.L.; Fillman, D.A. & Sethna, G.H. (1991b) Procedures for Conducting Content analysis of Science Textbooks. (Available from the DISCUSSION AND CONCLUSION A review of literature related to science textbook University of Houston, Department of Curriculum reveals that these teaching aids often exclude and Instruction, Houston, Texas 77204 – 5872. important aspects of science, thus they may not contribute to the curriculum balance that appears Fensham, P.J. (1985) Science for All: A reflective needed to promote scientific literacy in secondary essay. Journal of Curriculum Studies, 17(14) 415school science programmes. Most of the biology 435. textbooks analyzed in the present study stressed science as a body of knowledge and make an Harms, N.C. & Yager, R.E. (1981). What research attempt to engage the reader in activities that cause says to the science teacher, (Vol. 3. No. 471 him or her to think, reason and find out which is the 11477b). Washington, D.C.: National Science theme defined as science as a way of investigating. Teachers Association. All the biology textbooks deemphasize science as a way of thinking. Lederman, N.G. & Lederman, J.S. (2005) The Nature of Science and Scientific inquiry. In G. Their authors do not stress the importance of how Venville & V. Dawson (Eds) The art of teaching biologists discover ideas and experiment, the science. Crows Nest: Allen & Unwin. historical development of biology concepts, and cause and effect relationships. These are important National Research Council (1996) National Science aspects of the scientific enterprise and development Education Standards. Washington DC: National of scientific literacy. Furthermore, very little space Academy Press. is devoted to the interactions among science, technology and society, in spite of the fact that a lot National Science Teachers Association (1982) of scientific and technological advancement have Science, Technology, Society – Science education occurred in biological sciences over the past decades for the 1980s: An NSTA position statement that have greatly affected society. Washington, D.C. 42
Research Journal in Organizational Psychology and Educational Studies (ISSN: 2276-8475) 2(1):39-43 Quantitative Analysis Of Secondary School Biology Textbooks For Scientific Literacy Themes
Olowookere , J. Ajayi, T. Adeyeye, M.A. (2009) Fundamentals of Biology for Senior Secondary Schools. Ibadan: Triumph Publishers Ltd Ramalingam, S. T. Pereira, S. Pereira, C.T. (2004) Modern Biology For Secondary Schools. Revised Edition, Africana FEP Publishers. Soyibo, K.A. Akinade, E.A. Ekpunobi, E.N. & Tureta M.S.A. (2010) Biology for Senior Secondary Schools. Revised edition. Ibadan: Nelson Pu blishers Stake, R.E., & Easley, J.A. (1978) Case National Science Teachers Association studies in science education. University of Illinois centre for instructional Research and Curriculum Evaluation, Urbana. Stone, R.H. & Cozens, A. B. (2009) New Biology for West African Schools. Lagos: Longman Group Ltd Ware, S. A.(1992) The education of secondary science teachers in developing countries. PHREE Background paper series. Retrieved 21 August, 2006. http://www.wds.worldbank.org
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