A Profile of High School Biology Textbooks Using Scientific Literacy Recommendations

Lumpe, Andrew T.; Beck, Judy

doi:10.2307/4450103

Cited by 59 publications

(23 citation statements)

References 12 publications

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“…In fact, the Third International Mathematics and Science Study (National Center for Education Statistics, 1996) revealed a continuing emphasis on textbooks and lectures to convey science content. Reviews of these traditional textbooks commonly used in secondary science classrooms find few accompanying inquiry‐based activities (Chiapetta, Sethna &, Fillman, 1993; Lumpe & Beck, 1996; Lunetta & Tamir, 1981). Although strategies exist for redesigning traditional laboratory activities to have a more inquiry focus (i.e., Volkmann & Abell, 2003), there are only isolated examples in the literature of individual teachers successfully redesigning curriculum materials to be more inquiry based (Crawford, 2000; Roehrig & Luft, 2004).…”

mentioning

confidence: 99%

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Roehrig

Kruse

2005

School Sci & Mathematics

113

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Science as inquiry is a key content standard in the National Science Education Standards; however, few secondary science teachers successfully and consistently implement inquiry‐based instruction in their classrooms. This research examines the role of reform‐based curricular materials in influencing the classroom practices of 12 high school chemistry teachers and investigates the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations. The teachers' classroom practices were measured prior to and during the field test of the reform‐based chemistry curriculum. Analysis of the data revealed that teachers' classroom practice became more reform‐based in the presence of the new curriculum; however, the degree of change is related to the teachers' beliefs about teaching and learning, depth of chemistry knowledge, and years of teaching experience. Experienced, out‐of‐discipline teachers with transitional or student‐centered teaching beliefs demonstrated the most growth in reform‐based teaching practices. This study reinforces the need for reform‐based curriculum to assist teachers in implementing the intent of the National Science Education Standards.

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confidence: 99%

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Roehrig

Kruse

2005

School Sci & Mathematics

113

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“…Una elección cuidadosa de los contenidos nucleares a nivel de programas de estudio oficiales incidirá de manera indirecta en los libros de texto, pero no se debe confiar en que esto sucederá de forma automática, pues ninguna reforma educacional puede pasar por alto el rol del libro de texto debido al fuerte impacto que ejercen sobre la enseñanza (Lumpe y Beck, 1996).…”

Section: Enseñanza De Las Ciencias Núm 353 (2017): 107-127unclassified

Oportunidades de aprendizaje en temáticas ambientales brindadas por el currículum nacional de ciencias de Chile

Ciudad

2017

ensciencias

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El objetivo del trabajo es evaluar en qué medida el currículum nacional de ciencias de Chile brinda oportunidades de alfabetización científica en temas ambientales. Para ello se efectuó un análisis de contenido de documentos curriculares, utilizando la metodología del estudio de oportunidades en matemáticas y ciencias (SMSO) y utilizando como referente los contenidos de medio ambiente que PISA evalúa. Los resultados muestran oportunidades de aprendizaje parcialmente alineadas entre los requerimientos actuales de alfabetización científica ambiental y el currículum nacional de ciencias de Chile. Esto podría explicar en parte el desempeño de los estudiantes chilenos en medio ambiente. El estudio entrega antecedentes que aportan al desarrollo de un currículum de ciencias que promueva la educación para el desarrollo sostenible.

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“…Biology teachers, especially novices, value the textbook as a key planning and instructional tool (Tulip & Cook, ; Weiss et al, ; Yore, ). Yet, barring a few exceptions, scientists and educators have criticized traditional biology textbooks for their lack of coherence (American Association for the Advancement of Science, ; Roseman, Stern, & Koppal, ), their unjustified claims (Hurd, ; Merzyn, ), and their expository, authorless writing style that fails to reflect the scientific enterprise (Chiappetta & Fillman, ; Goldman & Bisanz, ; Lumpe & Beck, ; Phillips & Norris, ). While e‐books may transform the type of texts that students engage, current alternatives to TTs exist, albeit with far less influence.…”

Section: The Role Of Texts In Biology Classroomsmentioning

confidence: 99%

Exploring high school biology students' engagement with more and less epistemologically considerate texts

Kloser¹

2013

J Res Sci Teach

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Texts play an integral role in science research and science classrooms yet biology textbooks have traditionally failed to reflect the epistemic elements of the discipline such as justification of claims and visual representations of empirical data. This study investigates high school biology students' reading experiences when engaging more and less epistemologically considerate (EC) texts. Using a think aloud and interview protocol of 24 high school biology students who represent a range of prior achievement in English/ language arts and science, this study explores students' perceived comprehension of, interest in, and trust in more and less EC biology texts and their accompanying visual representations. Results indicate that components unique to the EC texts greatly influenced students' reading experiences. Students' higher levels of interest and trust in the validity of the EC texts resulted from epistemic elements that are highly valued in science, namely, the empirical data embedded in charts and graphs. Furthermore, students most frequently cited the texts' epistemic components as helpful to their perceived comprehension. The data suggest that when compared to traditional textbook accounts, more EC texts can serve as levers in high school biology classrooms for improving students' confidence in comprehending texts, for increasing interest in science content, and for better aligning students' justification of trusting a particular source with what is considered a more sophisticated scientific epistemological stance. #

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A Profile of High School Biology Textbooks Using Scientific Literacy Recommendations

Cited by 59 publications

References 12 publications

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Oportunidades de aprendizaje en temáticas ambientales brindadas por el currículum nacional de ciencias de Chile

Exploring high school biology students' engagement with more and less epistemologically considerate texts

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