Evaluation and Analysis of the contents of High School Chemistry Book, Regarding to the Teachers' Opinions and Students' Function

Aliasgari, Majid; Zandian, Fatemeh; Eelaami, Ma'soumeh
October 2011
Interdisciplinary Journal of Contemporary Research in Business;Oct2011, Vol. 3 Issue 6, p287
Academic Journal
In all educational courses, textbooks are important learning tools. Excessive emphasis on textbook and forgetting other learning tools is not favorable but, effectiveness of textbook in developing the concepts, abilities and attitudes in the learner can not be ignored. "Maybe it could be said that the development of abilities and attitudes in association with teaching thoughts and information to learners is the common mission of any education system which is accomplished through textbooks. Favorable and successful textbooks are those which have good quality and method of presentation. They would be able to help the learner in further learning." (Maleki, 2005). Regarding the importance of this issue, this research was carried out to investigate chemistry textbook of high school Math/Physics students. The population was 400 female students in districts 4 and 7, 125 male and female chemistry teachers in 7 districts of Meshed's education department and the chemistry textbook of high school for 2nd grade students. For data gathering, two kinds of questionnaires, one for the students and other for the teachers were prepared. Two ways of content analysis including: Bloom and Romey methods were used. The findings showed that according to the teachers' points of view, the contents arrangement have been prepared moderately well. Furthermore, according to the findings about the rate of difficulty of chemistry textbook, it was demonstrated that 26.2% of contents were difficult and 59.8% of contents were suitable for students. In exploring author's attention to different levels of "Bloom's classification", after studying 91 goals of the book and categorizing them into related levels, it was detected that the amount of attention paid to understanding level is 38.46% and to knowledge level 36.26%. The attention paid to the higher levels of cognitive aspects which is of great importance in education, was not sufficient and should be reviewed. Texts, questions and assignments givenin the book were studied and results showed that the texts were not prepared actively while questions and assignments were determined to be active. Such a study was also done on pictures and diagrams of the book which showed that in this case also, the attention paid to activeness was not adequate.


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