Date of Defense
8-11-2023 10:00 AM
Location
H1-0058
Document Type
Thesis Defense
Degree Name
Master of Education (Curriculum and Instruction)
College
CEDU
Department
Curriculum & Instruction
First Advisor
Prof. Hassan Tairab
Keywords
science textbook, physical attributes of textbook, illustrative attributes of textbook, contextualization of textbook content, integration of technology into textbook, constructivist orientation of textbook, Science Textbook Evaluation Framework (STEF).
Abstract
Science textbooks are a valuable resource for both students and teachers. They hold a significant role in students' learning of science. Most science teachers in the United Arab Emirates rely on science textbooks as the foundation for their teaching. However, until now, limited research has been conducted to assess the appropriateness of science textbooks prescribed by the Ministry of Education in the UAE. Therefore, this study aims to evaluate the representation of elements contributing to the suitability of cycle 2 (grades 5 to 8) science textbooks as learning resources as prescribed by the Ministry of Education of the UAE. In this study, a quantitative descriptive content analysis design was employed. These textbooks were analyzed using the Science Textbook Evaluation Framework (STEF). The findings revealed that these textbooks appear to differ in their representation of the various elements of the framework. Based on the framework used in this study, these textbooks may be regarded as inappropriate for the students of UAE. This study presents several implications and offers recommendations for future research.
Included in
ANALYSIS OF CYCLE 2 SCIENCE TEXTBOOKS FOR REPRESENTATION OF ELEMENTS CONTRIBUTING TO QUALITY SCIENCE TEXTBOOKS AS LEARNING RESOURCES
H1-0058
Science textbooks are a valuable resource for both students and teachers. They hold a significant role in students' learning of science. Most science teachers in the United Arab Emirates rely on science textbooks as the foundation for their teaching. However, until now, limited research has been conducted to assess the appropriateness of science textbooks prescribed by the Ministry of Education in the UAE. Therefore, this study aims to evaluate the representation of elements contributing to the suitability of cycle 2 (grades 5 to 8) science textbooks as learning resources as prescribed by the Ministry of Education of the UAE. In this study, a quantitative descriptive content analysis design was employed. These textbooks were analyzed using the Science Textbook Evaluation Framework (STEF). The findings revealed that these textbooks appear to differ in their representation of the various elements of the framework. Based on the framework used in this study, these textbooks may be regarded as inappropriate for the students of UAE. This study presents several implications and offers recommendations for future research.