Jurnal Analisis Buku

RjopesResearch Journal in Organizational Psychology & Educational Studies 2(1) 39-43 Rjopes © 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 up to the senior secondary school level and for the non science students their contact with classroom science terminates here. The four textbooks analysed stress science as a body of knowledge, place some emphasis on science as a way of investigating, have practically 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 literacy themes. The study contributed to the 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 new discoveries are made, new ideas conceptualized and the needs of students and 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 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 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 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 concerns (Fensham,1985). productivity (National Science Education 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 instruction. for All’ and ‘Scientific Literacy’. 39 These teaching aids often form the topic outline of the curriculum and contain a significant amount of the information taught in the classroom. Science as a way of thinking and d. provides the majority of instructional support beyond the teachers. principles and laws. Some researchers believe that. It stimulates thinking and doing by asking the students to find out. . Science as a Body of Knowledge This theme presents and discusses facts. investigating. Science and Its Interaction with Technology and Society This theme illustrates the impact of science on society. 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. was to quantitatively analyze the content of four secondary school biology textbooks for scientific literacy themes. and brings out how science is a discipline disposed to self-examination. technology and society. history of science. They should convey science as more than knowledge about the 40 world in which we live. Science as a body of knowledge b. They should incorporate 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. 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.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: Science as a Way of Thinking This theme describes how a scientist experiments. science textbooks continue to be a major component of science instruction throughout the country. 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. It involves social issues and careers. This aspect of scientific literacy pertains to the application of science and how technology helps or hinders humankind. In particular. therefore. and in many cases actually becomes the curriculum (Stake and Easley. The interaction among science. theories and models and requires the recall of knowledge or information. METHOD Four secondary school biology textbooks were selected for analysis. Biology is one science subject that both categories of students offer up to the school certificate level and for the art students their contact with classroom science terminates here. Science textbooks play an important role for secondary school science teachers in the teaching learning process. These textbooks are the ones recommended by the Federal Ministry of Education for use in schools within the country. 1978). 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. In Nigeria. shows the historical development of an idea (how science proceeds by inductive and deductive reasoning) gives cause and effect relationship. the textbook is the ultimate source of knowledge. 1982) In Nigeria. in a typical classroom. Curriculum balance is the theoretical model that formed the basis of the analytical procedure for this research. thinking. secondary school science teaching is textbook dominated. laboratory exercise and textbook chapter. 1981. Science textbooks should assist in the development of a scientifically and technologically literate society. To this end most of the students both science and arts inclined register for biology. 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. concepts. it becomes necessary that the contents and what they convey to the students are factual. These themes can be used to analyze what is being emphasized in a teaching session. In order to achieve this task. technology and societal concerns. The purpose of this study. these teaching aids must provide curriculum balance which stresses knowledge. Science as a way of investigating c. It presents hypotheses. National Science Teachers Association. If science textbooks exert a lot of influence on science teaching and learning. students studying for the Senior School Certificate Examination (SSCE) must register and pass at least one science subject. accurate and up to date. technology and society (STS). (Harms and Yager. K.H. A. Make a calculation d. Ramalingam. Presents hypotheses. Answer a question through the use of material b. The following is a description of the four categories of scientific literacy and directions for coders. S. Showa how science proceeds by inductive and deductive reasoning. principles and laws. S. Cozens 88 S. Ajayi & N. R. Each rater independently read each unit of analysis and classified it into one of the four categories of scientific literacy. Ekpunobi. Adeleye 94 Kola Soyibo. 2) Ramalingam. Akinade.. (4) Interaction of Science. Shows the historical development of an idea c.A. Engage in a thought experiment or activity.. Pereira. 4) Soyibo. Reason out an answer e.B.N. Ekpunobi.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. Pereira. The author and a graduate student in biology served as the raters and conducted the analysis as described earlier.A. Stone & A. The data gathered was used for calculating the inter rater analysis.N. Describes the usefulness of science and technology to society b. concepts.. Brings out careers and jobs in scientific and technological fields. theories and models c. It reflects the active aspect of inquiry and learning which involves the students in the methods and processes of science. Text in this category – a.A. and M. d. Answer a question through the use of charts c.S.A. C.T.H.S.A.A. It involves social issues and careers. Science as a way of thinking: Check this category if the intent of the text is to illustrate how science in general or a 41 certain scientist in particular went about ‘finding out’. Akinade. Fillman and Setha 1991b) described in a 25 page manual. Describes how a scientist experimented b. e. Triumph Publishers Ltd. Analyses of the four biology textbook were carried out following a valid and reliable procedure (Chiappetta. E. textbook material in this category a. Adeyeye. Ajayi. Categories for Analyzing Science Textbooks (1) The Knowledge of Science: Check this categories if the intent of the text is to present. Longman Group Ltd. 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. F E P International Ltd. & Cozens. (2010) Biology for Senior Secondary Schools. (2009) New Biology for West African Schools. Textbook material in this category requires the student to: a. The percentage agreement for the four secondary school biology textbooks range from 79% to 94%.T. (2004) Modern Biology for Secondary Schools Revised Edition. 3) Olowookere. “Procedures for conducting content analysis of science textbooks. T. M. Tureta 90 Inter rater agreement among the two raters is considerably high.T. E. S. E. laws. b. Revised edition. theories etc. d. Text in this category – a. This aspect of scientific literacy pertains to the application of science and how technology helps or hinders humankind.T. RESULTS Tables I: Intercoder Agreement for the Analysis of Four Aspects of Scientific Literacy in Four Secondary School Biology Textbook Textbook Percentage Agreement R. (2009) Fundamentals of Biology for Senior Secondary Schools. C. Discusses social issues related to science and technology. (3) . E. Presents facts. M. Tureta.A. J. concepts. Nelson Publishers. Asks students to recall knowledge or information. Stresses the negative effects of science and technology on society. Technology and Society: Check this category if the intent of the text is to illustrate the impact of science on society.B.. c. principles. Brings out how science is a disciple disposed to self-examination. T. Pereira 79 Jide Olowookere. Gives cause and effect relationships. Pereira. (2) 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’. discuss or ask the student to recall information facts. 9 13. N.T. D.0 2.9%. Technology. very little space Academy Press. In G. (Ed) (1986).0 42. and cause and effect relationships. Pereira B 65.6% to 2. 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.C.W.9 2. D. in spite of the fact that a lot National Science Teachers Association (1982) of scientific and technological advancement have Science. E.L.9%.7 14.A. new ideas conceptualized and book. Akinade A 50.0 2. (1991b) Procedures for Conducting Content analysis DISCUSSION AND CONCLUSION of Science Textbooks. devoted to science as way of thinking ranges from a National Science Teachers Association. body of knowledge is the predominant theme and ranges from a mean of 50% to 66. R.2 28. No. Ekunobi B 49.5 43.9 S. 471 him or her to think. Journal of Curriculum Studies. Adeleye Mean 52. Cozens B 57. Texas 77204 – 5872. Society – Science education occurred in biological sciences over the past decades for the 1980s: An NSTA position statement that have greatly affected society.B. Furthermore. P.A.3 31..0 3.4 6.N. Lederman. 17(14) 415school science programmes.0 30.9 30. Most of the biology 435. N.J.: National Science theme defined as science as a way of investigating.E. Chiapetta.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.A.8 E.C. Science. Washington DC: National of scientific literacy. Crows Nest: Allen & Unwin. Tureta Mean 50.3 7. Ajayi B 51.8 31. 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. Stone A 60. from a mean of 24.1 2. (1985) Science for All: A reflective needed to promote scientific literacy in secondary essay. textbooks analyzed in the present study stressed science as a body of knowledge and make an Harms. is devoted to the interactions among science.6 M. (Vol.7%.6 Mean 59.G. The material devoted to STS ranges from a mean of 2. Their authors do not stress the importance of how Venville & V. Pereira Mean 66. J. Department of Curriculum reveals that these teaching aids often exclude and Instruction.7 33.6 *Themes of Scientific Literacy.A. Inspection of the table shows that science as as the needs of students and society change. D.3 2. thus they may not contribute to the curriculum balance that appears Fensham.7 C. 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. D. R.H.4 41. What research attempt to engage the reader in activities that cause says to the science teacher. (Available from the A review of literature related to science textbook University of Houston. The material REFERENCES devoted to science as a way of investigating ranges Bybee.3 26. mean of 4.1 22.7 24. All the biology textbooks deemphasize science as a way of thinking.0 2.0 2.0 S. 3. & Yager. (2005) The Nature of Science and Scientific inquiry.C. & Sethna.6% to 13%.7 E. Houston.9 T.6 2. the science.5 M. reason and find out which is the 11477b).8 6.8 7. Washington.C. Dawson (Eds) The art of teaching biologists discover ideas and experiment.8 2.9 4. Teachers Association.9 5.T. & Lederman. 42 . historical development of biology concepts.4% to 42.H.9 4.0 6. These are important National Research Council (1996) National Science aspects of the scientific enterprise and development Education Standards. important aspects of science. technology and society. Ramalingam A 68. G.9 Jide Olowookere A 52.7 8.1 A. The 1985 Year book.S. (1981). Washington.1 11. Washington.1 3. Fillman.8 2. Technology. The material Society.S. A. S. S.H. J. PHREE Background paper series. 2006. Akinade. Soyibo. R. C. M.A. (2010) Biology for Senior Secondary Schools. Pereira.S. (2009) New Biology for West African Schools.A. J. University of Illinois centre for instructional Research and Curriculum Evaluation. Adeyeye.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 .. Revised edition. A. Revised Edition. B. (2009) Fundamentals of Biology for Senior Secondary Schools. Urbana.T. S. (2004) Modern Biology For Secondary Schools. K. Ajayi. & Cozens.wds.A.A.(1992) The education of secondary science teachers in developing countries.worldbank. Ibadan: Triumph Publishers Ltd Ramalingam.E. Pereira. & Tureta M. T. R. Ibadan: Nelson Publishers Stake. T. A. Stone. Lagos: Longman Group Ltd Ware. Retrieved 21 August. (1978) Case National Science Teachers Association studies in science education. Ekpunobi. E. & Easley. http://www.N.org 43 . E. Africana FEP Publishers.