2. Why do analysis of biology textbooks?
It is important to check how accurate is the information
because it is one of the tools used to teach and learn science
Do biology textbooks raise misconceptions in students and
teachers?
How do students view biology textbooks?
3.
4.
5.
6. Why do the literature review?
To understand how content analysis is done
This include: collect and organize data of the
sections/chapters/units within the written
materials to be analyzed and to use a framework
to interpret trends and patterns. A theoretical
framework is a strategy that the researcher
constructs as a guide to focus on the specific
content's to be collected and interpreted
(Sinclair, 2007).
Sinclair, M. (2007). A guide to understanding theoretical and conceptual frameworks.
http://www.doctoralmidwiferysociety.org
7. Literature states that content analysis is an
assessment of how textbooks present
instructional objectives that leads to the goal of
students learning; this include: questions,
activates, informative data- picture, models,
and diagrams to explain what is to be learned
and understood---in this case genetic terms and
their functions; also the information must
connect to environment issues as well as
connect to student experiences (Boughanmi,
2011; Dikmenli, Cardak, & Oztas, 2008).
Boughanmi, Y. (2011). Educational styles and contents of illustrations in Tunisian texts in
geology: A critical textbook analysis from the didactic perspective. IARTEM e-Journal
(4)2, 23-43. http://www.biriwa.com/.../Paper2_boughanmi_geologytexts_IARTEMeJournalV
Dikmenli, M., Cardak, O., & Oztas, F. (2009). Conceptual Problems in Biology-Related Topics
in Primary Science and Technology Textbooks in Turkey. International Journal of
Environmental & Science Education, (4)4, 429-440.
8. Literature review frameworks
Grids: are tables that represents the variables and what you are
analyzing against.
Concept Maps: Cmap--can be used for key ideas and indicators
Statistical analysis tool: Cohen’s kappa-consistency of reliability
SPSS: Statistical Package for the Social Sciences
9. Example of a grid and a concept map use by Gericke & Hagberg
(2010)
Description of the epistemological feature-variants used in the classification of the textbooks
Epistemological feature-variant
Legend for feature-variant
1 The structure and function relationship of the gene
1a The gene is an abstract
entity and has no
structure
1b The gene is a particle on
the chromosome
1c The gene is a DNA
segment
1d The gene consists of one
or several DNA segments
with various purposes
10. concept map use by Roseman, Stern, & Koppal, (2010).
American Association for the Advancement of Science (AAAS)
11. Chiappettaa & Fillman (2007)
Four categories of science literacy and their descriptors used to assess the distribution
of the nature of science in textbook material
1. SCIENCE AS A BODY OF KNOWLEDGE
a. facts, concepts, laws, and principles Aspects of the Methods of Methods of Methods of Methods of Methods of Methods of
b. hypotheses, theories, and models nature of science science cells DNA Heredity evolution ecology
c. questions asking for recall of information
Knowledge
2. SCIENCE AS A WAY OF INVESTIGATING Investigation
a. learns through the use of materials
b. learns through the use of tables and charts Thinking
c. makes calculations
d. reasons out an answer STS
e. participates in a thought experiment
f. gets information from the Internet
3. SCIENCE AS A WAY OF INVESTIGATING
a. describes how a scientist discovered or experimented
b. shows historical development of ideas
c. illustrates empirical basis of science
d. models the use of assumptions
e. employs inductive or deductive reasoning
f. shows cause and effect relationships
g. gives evidence and proof
h. presents methods of science and problem solving
4. SCIENCE AND ITS INTERACATION WITH TECHNOLGY, AND SOCIETY
a. describes usefulness of science or technology
b. presents negative effects of science or technology
c. addresses societal issues related to science or technology
d. discusses careers in science or technology
12. Some results of the lit-Rev
All the biology textbooks emphasizes on knowledge based
facts
Most illustrations used in the textbooks were put into the
wrong frame
Lack of information; especially concerning function of a
specific gene
Blended terms as one definition; Gene and alleles
13. Some results of the lit-Rev
Some lit- rev was from different counties; one from
Spain; the content analysis was on health issues: STDs,
pregnancy’ and prevention: Most had wrong information
about contraceptives and diseases
Another review was on Spanish biology textbooks in the
content of molecular genetics: Lack molecular models
and terms were ill described with no distinction between
genetic coding and genetic information
14. What do I have to look forward to?
Start as soon as possible
More research
Get my hands on a statistical tool
Find a theoretical framework that works for me-A grid and
maybe one of the literature reviews criteria's
Analysis the concept of genetics: DNA/genes
Compare my findings to that of my lit-rev, and other research
PRAY
15. Research limitations
No reliability of consistency
Human error
Time constraints- limited to maybe just one chapter in
the units
First time doing this research—not enough experience
16. RQ: How accurate are biology textbooks in
presenting the content genetics
These textbooks for the actual analysis
Portion of the
content analysis:
test run
