|Published online: March 2, 2016||$US5.00|
The important role of scientific literacy in science education combined with the extensive use of textbooks by teachers and students necessitate the conduction of research which focuses on the evaluation of science textbooks for scientific literacy dimensions. The purpose of this study is the development of a framework for analyzing scientific literacy dimensions in science textbooks and the application of this framework for analyzing the content of a Greek middle school physics textbook based on that framework. Initially, the content analysis framework was developed, which consisted of five scientific literacy dimensions, namely: content knowledge, nature of science, scientific competencies, interaction of science and technology with the society, and metacognition. Then, based on this framework, the content of a science textbook which is used for the education of all fourteen-year-old Greek students was analyzed. Specifically, 1299 content units were analyzed. The results of the analysis revealed that content knowledge was the dominant scientific literacy dimension, followed by scientific competencies. Furthermore, the presence of the other three scientific literacy dimensions was concluded to be notably restricted. The results of this research can contribute to both the research field and the development of educational materials.
|Keywords:||Scientific Literacy, Science Textbook, Science Education|
The International Journal of Science, Mathematics and Technology Learning, Volume 23, Issue 1, March 2016, pp.1-18. Article: Print (Spiral Bound). Published online: March 2, 2016 (Article: Electronic (PDF File; 868.303KB)).
Science Teacher, Gymnasiο Pyrgou, Samos, Greece
Assistant Professor, Department of Primary Education, University of the Aegean, Rhodes, Dodecanisa, Greece