Conference:
ECER 2009
Format:
Paper
Session Information
SES C9, Preconf Parallel Session C9
Time:
2009-09-25
13:30-15:00
Room:
HG, HS 33
Chair:
Barbara Schneider-Taylor
Contribution
School-book with its content and structute is conceptualized like specific source of books accommodate to didactic communication. There are many kinds of them. The most widespread and common is school-book. Like curriculum component school-book with its content presents specific part of preplan education. Like didactic component school-book is information source for teachers and students. School-book helps to take control and stimulace students learning.
Czech primary school-book market is in present full of competition between 63 publishing houses. There are around 100 biological school-books for primary schools in Czech Republic.
Most of Czech primary schools use school-books which bear on earlier curriculum. This kind of curriculum is now (from 1.9. 2007), step-by-step, substitute with Frame educational program for basic education.
For content analysis realization is needed to specify basic set of texts. For this research biology school-books for six classes at primary school were selected. Because of large quantity of these school-books (12 pieces) author restricted this research and chose just biology school-books used for teaching in school year 2008/2009. These school-books have approval clause from MŠMT (Ministry of Education) and are provided from school financial resources.
Content analysis was made in each school-book. Number of topics, texts comprehension, images evidence in relevant chapters and tasks amount were monitor by author. Obtained data were analyzed and consequently compared.
Topics amount in all text-books differing not just with their content (from 40 to 98) but also with their size. Tasks amounts are totally different (from 76 to 656) and the same we can say about images congruity.
Method
content text-book analysis
Expected Outcomes
For content analysis realization is needed to specify basic set of texts. For this research biology school-books for six classes at primary school were selected. Because of large quantity of these school-books (12 pieces) author restricted this research and chose just biology school-books used for teaching in school year 2008/2009. These school-books have approval clause from MŠMT (Ministry of Education) and are provided from school financial resources.
Content analysis was made in each school-book. Number of topics, texts comprehension, images evidence in relevant chapters and tasks amount were monitor by author. Obtained data were analyzed and consequently compared.
Topics amount in all text-books differing not just with their content (from 40 to 98) but also with their size. Tasks amounts are totally different (from 76 to 656) and the same we can say about images congruity.
References
no references in resubmission form
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