A method for analyzing the coherence of high school biology textbooks

Abstract

Because textbooks have the potential to be powerful catalysts for improving science teaching and learning, having reliable methods for analyzing important textbook features, such as their coherence, is essential. This study reports on the development of a method in which trained reviewers, following a set of guidelines defining the ideas to be learned and connections among those ideas drawn from relevant maps published by the American Association for the Advancement of Science in the Atlas of Science Literacy (2001), were able to analyze the degree to which four widely used high school biology textbooks provided students and teachers with a coherent account of the important topic of matter and energy transformations in living systems. The study method was found to produce consistent results across reviewers and textbooks and can serve those who evaluate, design, and use science curriculum materials. This work represents an important first step in meeting the need for methods to measure, characterize, and, ultimately, to improve textbook coherence. ß

Engaging learners in STEM education

“…However, the growth in understanding is not developmentally inevitable, but depends on instruction and key learning experiences (including assessments), in both formal and informal environments, to support students as they gradually develop a more sophisticated and integrated understanding (Corcoran et al, 2009). If we have learned anything in the past several years, it is the importance of coherently building and assessing ideas to help learners form integrated understandings (Roseman, Stern, & Koppal, 2010). This developmental perspective is necessary to help all learners develop a deep knowledge of STEM for the 21st century.…”

Investigating a learning progression for energy ideas from upper elementary through high school

“…And student learning of these ideas adds another layer of complexity because of the differences in the experiences that each student brings to the classroom and how students create knowledge from those varied experiences. A number of approaches to ensuring that students learn in this interconnected way include an emphasis on curriculum coherence (Roseman, Stern, & Koppal, 2010) and knowledge integration (Linn, 2006). Any proposed learning progression should acknowledge this complexity, both in how the upper anchor is envisioned and how the building blocks or stepping stones reflect the network of interconnected ideas that lead to that upper anchor.…”

Õpilaste kaasamine STEM-haridusse

“…Samas ei ole teadmiste kasv arenguga kaasnev paratamatus, vaid see sõltub siiski õpetamisviisist ja peamistest õppimiskogemustest (sealhulgas hindamised) nii formaalses kui ka mitteformaalses keskkonnas, mis toetavad õpilasi, kui nad järk-järgult jõuavad üha keerulisemate ideede mõistmiseni ja nende omavahelise seostamiseni (Corcoran et al, 2009). Kui me oleme midagi viimastel aastatel õppinud, siis on see mõistmine, kuivõrd oluline on ideede selge püstitamine ja hindamine, mis aitavad õppijatel luua olukorrast terviklikku arusaama (Roseman, Stern, & Koppal, 2010). Selline arenguperspektiiv on vajalik, et aidata kõikidel õpilastel jõuda STEM-valdkonna süvateadmisteni, mis on 21. sajandil hädavajalikud.…”