Analysis of Cycle-1 Primary Science Textbooks in the Kingdom of Bahrain for Reflection of Reform

Abstract

This research paper is the product of a research grant project (27/2012) that was approved and supported by the Deanship of Scientific Research at the University of Bahrain. Research papers in the field of Science education and educational reform documents have always emphasized the important role of analyzing the contents of science textbooks in improving the science teaching, learning and assessment processes. The broad objective of our analysis is to explore the effectiveness of Cycle-1 Primary Science textbooks and workbooks in terms of their reflection of the Bahrain Ministry of Education's school and curriculum reforms. When analyzing textbook contents, researchers examine the readability level, gender distribution, questioning cognitive levels and location, and graphical representations of concepts. The purpose of this paper is to quantify the type, quality and pedagogical functions of the graphical representations of the newly developed Cycle-1 primary science textbooks and the accompanying workbooks and to quantify the nature, location and cognitive levels of the texts questions as well. Twelve Science textbooks and workbooks were examined using an authordeveloped graphical analysis grid was used to examine the graphical representations. Descriptive statistical analysis was performed. Results showed domination of the non-analytic form of graphics. Maps and scale diagrams were almost absent and most of the graphs were of static nature. Analysis also showed that indigenous graphics were dominant over foreign graphics. About a third of the graphics served a specific cognitive function and were connected to the text, and most of them were captioned and indexed. An author developed questions analysis grid was used to examine the inchapter and end-of-chapter questions and problems of 6-cycle-1 science textbooks. Analysis showed the following distribution of categories of questions and problems: knowledge, 29%; comprehension, 30.5%; application, 12.7%; analysis, 15.2%; synthesis, 7%, and evaluation, 5.5%. Further research is undergoing to establish a connection between graphical representations and students' achievements and attitudes towards science and to analyze the cognitive level of questions in relation to their respective objectives.

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

“…According to Taber (2015), textbooks are an indispensable component in the educational process, so that the currently available books must be based on current research without scientific errors. The textbook plays an essential role in learning-oriented to certain types of the curriculum so that the contents of the book must consider students' cognitive levels, readability, misconceptions, and scientific vocabulary (Abdel-Hameed et al, 2014). Students prefer learning materials, even though they enjoy the flexibility offered by ICT-based teaching materials (Horsley et al, 2010).…”