What's Important in Selecting a Biology Textbook?

Leonard, William H.; Penick, John E.

doi:10.2307/4449572

Cited by 11 publications

(21 citation statements)

References 16 publications

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“…It showed the category of science as a way of thinking was the second largest category after science as a body of knowledge with a percentage of 19.08%. Furthermore, from research conducted (Leonard & Penick, 1993) it also said that science lessons should emphasize more on student activities, reduce activities that only remember knowledge in the form of facts, emphasize science process skills to get concepts and active learning.…”

Section: Discussionmentioning

confidence: 99%

The profile of biology teaching and learning materials from scientific literacy perspective

Sari¹,

Anwar²,

Meilinda³

2021

BIO

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Many researchers have developed scientific literacy, but no one has done scientific literacy study on biology teaching materials that include environmental change materials. The purpose of this study is to assess scientific literacy in senior high school biology teaching materials utilized by teachers in Palembang's Ilir Barat I district. This research was conducted using biology teaching materials in the form of books and modules used by teachers in grade X in 13 senior high schools in Ilir Barat I district, Palembang, both in public and private schools. This study employed a descriptive technique with content analysis, which included collecting and assessing biology teaching materials for senior high school grade X. All biology teaching materials for grade X of senior high school utilized in Ilir Barat I district Palembang were used as the population in this study, with environmental changes in biology teaching and learning materials for grade X of senior high school as the sample. The findings revealed that the scientific literacy category was represented in the teaching materials used in 13 senior high schools in the district of Ilir Barat 1 Palembang, with an average percentage of 34.24% for the body of knowledge, 45.35% for a method of investigation, 9.75% for a method of thinking, and 10.86% for the category of science, technology, and society interaction.

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Section: Discussionmentioning

confidence: 99%

The profile of biology teaching and learning materials from scientific literacy perspective

Sari¹,

Anwar²,

Meilinda³

2021

BIO

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“…Pada 3 Buku Biologi yang diteliti perlu dimuatkan materi yang berisi kategori 2 (Sifat Investigasi Sains) dan 3 (Sains sebagai Cara Berpikir) lebih banyak lagi. Hal ini karena pelajaran sains harus lebih menekankan pada aktivitas peserta didikdan keterampilan proses sains untuk mendapatkan konsep, mengurangi kegiatan mengingat pengetahuan berupa fakta, membuat peserta didik belajar aktif dan sebagian besar waktu peserta didik dihabiskan di laboratorium atau kerja lapangan (Leonard & penick, 1993).…”

Section: Analisis Komponen Literasi Sainsunclassified

Analisis Komponen Literasi Sains Pada Buku Teks Biologi Kelas Xi

Pujiyanti

Hernawati²,

Diella³

2022

Diklabio

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Tujuan penelitian ini adalah untuk menganalisis komponen literasi sains pada buku teks biologi kelas XI pada materi sistem peredaran darah pada manusia. Penelitian ini dilaksanakan pada bulan April-Juni 2021. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian analisis isi. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Dari teknik tersebut didapatkan tiga buku biologi dari dua penerbit yang banyak digunakan di SMA dan MA se-Kecamatan Singaparna. Analisis data yang digunakan adalah uji reliabilitas interater dengan menghitung koefisien kappa antara dua coder dan menghitung persentase kesepakatan antar coder. Hasil penelitian menunjukan bahwa pengkategorian antara coder 1 dan coder 2 dapat diterima (nilai kapp buku A=0,892, 95%; buku B = 0,840, 92%; dan buku C = 0,908,95%). Persentase sebaran komponen literasi sains pada tiga buku teks biologi kelas XI materi sistem peredaran darah yang dianalisis adalah 65,75%, untuk indikator I (Pengetahuan tentang sains) 15,44% untuk indikator III (sains sebagai cara berpikir) 12,27% untuk indikator II (sifat investigasi sains) dan 6,54% untuk indikator IV (interaksi sains, teknologi dan masyarakat).

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“…The ability to adopt these active learning strategies outside the classroom requires that the instructional materials assigned for the course include resources that afford opportunities for intentional practice toward mastery of declarative knowledge, and that are designed in ways that scaffold strategies suited to the acquisition of procedural and conceptual knowledge. However, little research has been conducted on the ways undergraduate biology instructors have selected and used textbooks, or how they should be designed (Leonard & Penick, 1993). The sparse research available has indicated that biology instructors have primarily assigned reading to all students but have expected it to benefit only those who enroll in more advanced coursework, and have struggled to support students' textbook reading comprehension (Digisi & Willett, 1995).…”

Section: The Role Of Textbooks In Active Learning Outside the Classroommentioning

confidence: 99%

“…The sparse research available has indicated that biology instructors have primarily assigned reading to all students but have expected it to benefit only those who enroll in more advanced coursework, and have struggled to support students' textbook reading comprehension (Digisi & Willett, 1995). Leonard and Penick (1993) provided a framework for biology instructors who were considering adoption of a textbook. In addition to offering recommendations that textbooks be of appropriate levels of difficulty and scope, based on scientific evidence practice that provides scientific integrity, they have included multiple recommendations for active learning in general, and for the inclusion of specific resources that can support the kinds of out-of-class active learning strategies that Megan adopted to meet her learning objectives involving declarative, procedural and conceptual knowledge.…”

Section: The Role Of Textbooks In Active Learning Outside the Classroommentioning

confidence: 99%

How do digital textbook platforms promote active learning in undergraduate biology courses?

Metcalf

Bernacki

2022

J Res Sci Teach

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Discipline‐based educational researchers and institutions that provide guidance on Science, Technology, Engineering, and Mathematics instruction have long documented the impact of active learning strategies on student learning and achievement, the lack of incorporation of active learning into undergraduate instruction, and the languishing rates of progression through and completion of undergraduate degree programs. Most research on improving active learning has been found to focus on instructors and the ways they have promoted active learning in their course design. Our aim was to consider the ways that textbook publishers and the online learning platforms they have produced have provided resources to promote active learning. This content analysis has documented the degree to which the digital platform companions to four highly subscribed introductory biology textbooks have provided resources that promote (1) highlighting of informational texts, (2) self‐testing, and (3) generative strategies for learning, including self‐explanation, summarization, and elaboration. Digital platforms largely supported highlighting and self‐testing, but the features of these tools could have been improved to promote more productive engagement in the learning strategies and to provide more explicit instruction about and scaffolding of the practices. Resources that promoted additional generative strategies were more limited. Implications relevant to developers and instructors who wish to leverage digital resources to promote active learning are included and are grounded via empirical support of design and implementation choices.

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What's Important in Selecting a Biology Textbook?

Cited by 11 publications

References 16 publications

The profile of biology teaching and learning materials from scientific literacy perspective

The profile of biology teaching and learning materials from scientific literacy perspective

Analisis Komponen Literasi Sains Pada Buku Teks Biologi Kelas Xi

How do digital textbook platforms promote active learning in undergraduate biology courses?

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