Descriptive Analysis of the Graphical Representations of Cycle-2 Primary Science Textbooks in Bahrain

Abstract

Educational reform documents and research papers in the field emphasize the crucial role of analyzing the contents of science textbooks in improving science education. The broad objective of our critical review is to explore the effectiveness of Cycle-2 Primary Science textbooks and workbooks in terms of their reflection of the Bahrain Ministry of Education's school and curriculum reforms. The readability level, gender distribution, questioning cognitive levels and location, and graphical representations of concepts are examined. The purpose of this paper (part I of the review) is to quantify the type, quality and pedagogical functions of the graphical representations of the newly developed Cycle-2 primary science textbooks and the accompanying workbooks. Twelve Science textbooks and workbooks were examined using an authordeveloped graphical analysis grid. Descriptive statistical analysis was performed. Results show that the least analytic form of graphics dominated. There was an absence of maps and scale diagrams and most of the graphs were of static nature. Analysis also showed that indigenous graphics were dominant over foreign graphics. More than one third of the graphics served a specific cognitive function and were connected to the text, and most of them were captioned and indexed. Further research is undergoing to establish a connection between graphical representations and students' achievements and attitudes towards science.

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

“…It can also be seen from Tables 12 and 13 that the number of representational and organizational graphics increases as we go to higher grades. This trend was also seen by Abdel-Hameed, F. et al, for cycle 2 Science textbooks and workbooks [17]. As shown in Tables 14 and 15, the static graphics dominated in all grade levels and topic areas, with more in the lower grade levels.…”

“…As described in Abdel-Hameed, F., a Science and Mathematics curriculum development team was formed [17]. The team's job was to develop a new improved 1-12 Science and Mathematics curriculum that adopts inquiry and critical and creative thinkingbased approaches.…”

“…We looked for the graphs' form, function, topic area, quality, ethnic representation, gender representation, type and relation to text. Table 2 lists the categories of graphics with clear descriptions, as was described in Abdel-Hameed, F. [17].…”

“…As described in Abdel-Hameed, F., following the development of the graphical analysis instrument, a coding key was used to establish a common understanding among the researchers [17]. The data for each category were tabulated for each chapter in each textbook and workbook on a paper matrix.…”

“…The data were then entered into an excel file and descriptive statistics for each variable were calculated. The grid was validated previously as described in Abdel-Hameed, F., by two science education specialists [17]. In order to enhance the validity and reliability of the analysis procedure, two well experienced science curriculum specialists helped in performing the initial classification of the graphical representations, then the main author reviewed and re-entered the data into the excel grid for descriptive statistical calculations.…”