What Makes Source of Scientific Information Good? Reflection on Primary and Junior High School Textbooks and Their Use by Teachers Presenting Particular Teaching Style through Example of Amphibians and Reptiles

Autor/inn/en	Chylenska, Zofia Anna; Rybska, Eliza
Titel	What Makes Source of Scientific Information Good? Reflection on Primary and Junior High School Textbooks and Their Use by Teachers Presenting Particular Teaching Style through Example of Amphibians and Reptiles
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 10, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Textbooks; Textbook Content; Elementary School Students; Junior High School Students; Science Teachers; Biology; Zoology; Animals; Information Sources; Scientific and Technical Information; Teaching Styles; Authors; Misconceptions; Knowledge Level; Correlation; Student Attitudes; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Zoologie; Animal; Tier; Tiere; Information source; Informationsquelle; Lehrstil; Unterrichtsstil; Author; Autor; Autorin; Missverständnis; Wissensbasis; Korrelation; Schülerverhalten; Ausland; Polen
Abstract	Textbooks are one of the most important teaching aids in education. They often serve as the main or the only source of information for students and teachers. The aim of this study was to analyze the sources of students' scientific knowledge--teachers and textbooks, with focus on information about amphibians and reptiles. Authors have conducted an analysis of the content of twelve nature and biology textbooks, with the focus on: a core biological idea, the presence of surveys and summaries, appealing graphics and factual errors. The teachers participated in in--depth interviews, and were analyzed for the reflective insight considering e.g. presence of substantial mistakes or shaping students' attitudes. Authors proposed new framework for describing teaching styles based on the dominant characteristics of their teaching process, the teachers were classified as--Didactical, Pedagogical or Ethical teacher. None of the analyzed books were flawless. The most common errors concerned the movement apparatus and the taxonomy. Authors have found out statistically significant correlation between teachers with wider knowledge, and their declaration of more diverse and suitable methods during the lessons. Teachers who do not declare such activities were more probable to put less focus on shaping students attitudes and to make more errors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01