Examining the Mathematics Content of Science Textbooks: Connected Textbooks

Abstract

The aim of this study is to analyze the connection between the mathematics content in the science textbooks and the mathematics curriculum of secondary school. The research is in the form of document analysis, a qualitative research design. For this purpose, a total of eight current secondary school science textbooks, two at the fifth- and seventh-grade level, three at the sixth-grade and one at the eighth-grade level, in the EBA system, were examined. 318 science questions containing mathematical concepts were examined within the scope of the research. As a result of the research, it was determined that the mathematical content of 102 out of 318 questions (32%) that have mathematical content in secondary school science textbooks is not related to the secondary school mathematics curriculum. A detailed examination of these contents in terms of grade levels, units and achievements is presented. On the other hand, this research is limited to the textbooks and program years examined. In the light of the findings revealed in the research, it is recommended to conduct studies on the effects of mathematics and science content disconnections determined in textbooks on students' learning.

Keywords

• Textbook review
• science education
• mathematics curriculum

FEN BİLİMLERİ DERS KİTAPLARININ MATEMATİK İÇERİKLERİNİN İNCELENMESİ: BAĞLANTILI DERS KİTAPLARI

Öz

Bu çalışmanın amacı ortaokul fen bilimleri ders kitaplarında yer alan matematik içeriklerinin yine ortaokul matematik öğretimi programı ile bağlantı durumunu analiz etmektir. Araştırma nitel araştırma desenlerinden doküman analizi niteliğindedir. Bu amaçla, fen bilimleri öğretmenlerinin açık erişimine izin verilmiş EBA sisteminde bulunan beşinci ve yedinci sınıf düzeyinde iki, altıncı sınıf düzeyinde üç ve sekizinci sınıf düzeyinde bir olmak üzere toplam sekiz güncel ortaokul fen bilimleri kitabı incelenmiştir. Bu kitaplarda matematiksel kavram içeren 318 fen sorusu araştırma kapsamında incelenmiştir. Kodlama sürecinde birbirinden bağımsız çalışan iki matematik eğitimi uzmanı yer almıştır. Araştırmanın sonucu olarak, ortaokul fen bilimleri ders kitaplarında matematiksel içeriğe sahip olan 318 sorudan 102’sinin (%32) matematiksel içeriğinin ortaokul matematik dersi öğretim programıyla bağlantılı olmadığı belirlenmiştir. Bu içeriklerin sınıf, ünite ve kazanımlar nezdinde ayrıntılı incelemesi sunulmuştur. Diğer bir yandan, bu araştırma incelenen ders kitapları ve program yılları ile kısıtlıdır. Araştırmada ortaya konulan bulgular ışığında ders kitaplarında belirlenen matematik ve fen içerik bağlantısızlıklarının öğrencilerin öğrenmeleri üzerine etkileri üzerine çalışmalar yapılması önerilmektedir.

Anahtar Kelimeler

• Ders kitabı inceleme
• fen bilimleri eğitimi
• matematik öğretim programı

Kaynakça

1. Abdullah, A. 1982. Teaching Science in Nigeria. Ilorin. Atolo press.
2. Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105-120.
3. Ateş, S. (2008). Mekanik konularındaki kavramları anlama düzeyi ve problem çözme becerilerine cinsiyetin etkisi. Eğitim & Bilim, 33(148), 3-12.
4. Ateş, S. & Karaçam, S. (2008). Cinsiyetin farklı ölçme teknikleri kullanılarak ölçülen hareket ve hareket yasaları konularındaki kavramsal bilgi düzeyine etkisi. G.Ü. Gazi Eğitim Fakültesi Dergisi, 28(1), 39- 59.
5. Ball, D. L. & Feiman-Nemser, S. (1988). Using textbooks and teachers’ guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18(4), 401–423.
6. Berlin, D. F. (1994). The integration of science and mathematics education: Highlights from the NSF/SSMA Wingspread Conference Plenary Papers. School Science and Mathematics, 94(1), 32-35.
7. Berlin, D. F., & White, A. L. (1994). The Berlin - White Integrated Science and Mathematics model. School Science and Mathematics, 94(1), 2-4.
8. Britton, S., New, P. B., Sharma, M. D., & Yardley, D. (2005). A case study of the transfer of mathematics skills by university students. International Journal of Mathematical Education in Science and Technology, 36(1), 1-13.

9. Cohen, L., Manion, L., & Morrison, K. (1994). Educational research methodology. Athens: Metaixmio.
10. Czerniak, C. M., Weber, W. B., Jr., Sandmann, A., & Ahern, J. (1999). A literature review of science and mathematics integration. School Science and Mathematics, 99(8), 421-430.
11. Davison, D. M., Miller, K. W., & Metheny, D. L. (1995). What does integration of science and mathematics really mean? School Science and Mathematics, 95(5), 226-230.
12. Devetak, I. & Vogrinc, J. (2013). The criteria for evaluating the quality of the science textbooks. In Critical analysis of science textbooks (pp. 3-15). Springer, Dordrecht.
13. Eisenmann, T. & Even, R. (2011). Enacted types of algebraic activity in different classes taught by the same teacher. International Journal of Science and Mathematics Education, 9(4), 313–345
14. Eryılmaz, A. & Tatlı A. (2000). ODTÜ öğrencilerinin mekanik konusundaki kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 93-98.
15. Even, R., Ayalon, M., & Olsher, S. (2016). Teachers editing textbooks: Transforming conventional connections among teachers, textbook authors, and mathematicians. In M. Phakeng ve S. Lerman (Eds.) Mathematics education in a context of inequity, poverty and language diversity (pp. 127–140). Springer, Cham.
16. Flegg, J., Mallet, D., & Lupton, M. (2012). Students' perceptions of the relevance of mathematics in engineering. International Journal of Mathematical Education in Science and Technology, 43(6), 717-732.
17. Frykholm, J. & Glasson, G. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers. School Science and Mathematics, 105(3), 127-141.
18. Fukkink, R. G. (2010). Missing pages? A study of textbooks for Dutch early childhood teacher education. Teaching and Teacher Education, 26(3), 371–376.
19. Gökalp, S. (2011). The effect of webquest based instruction on ninth grade students’ achievement in and attitude towards force and motion. A Thesis Submitted to the Graduate School of Natural and Applied Sciences of the Middle East Technical University, Ankara.
20. Gill, P. (1999). Aspects of undergraduate engineering students' understanding of mathematics. International Journal of Mathematical Education in Science and Technology, 30(4), 557-563.
21. Gustin, W. C. & Corazza, L. (1994). Mathematical and verbal reasoning as predictors of science achievement. Roeper Review, 16(3), 160–163.
22. Haggarty, L. & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: Who gets an opportunity to learn about? British Educational Research Journal, 28(4), 567–590
23. Harris, D., Black, L., Hernandez-Martinez, P., Pepin, B., Williams, J., & with the TransMaths Team. (2015). Mathematics and its value for engineering students: what are the implications for teaching?. International Journal of Mathematical Education in Science and Technology, 46(3), 321-336.
24. Iroegbu, T. O. (1997). Problems based learning numerical application and gender as determinants of achievement in problem solving and line graphing skills in senior secondary physics in Ibadan. Ph.D. Thesis. Dept. of Teacher Education. University of Ibadan, Ibadan.
25. Irez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422–447.
26. Isaacs, A., Wagreich, P., & Gartzman, M. (1997). The quest for integration: School mathematics and science. American Journal of Education, 106(1), 179-206.
27. Kara, İ., Avcı, D., Çekbaş, Y. (2008). Fen bilgisi öğretmen adaylarının ışık kavramı ile ilgili bilgi düzeylerinin araştırılması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 46-57.
28. Kara, M. (2002). Ortaöğretim öğrencilerinin ışık ve optik ile ilgili zor ve yanlış anlaşılan kavramların tespiti üzerine bir araştırma. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
29. Koirala, H. P. & Bowman, J. K. (2003). Preparing middle level preservice teachers to integrate mathematics and science: Problems and possibilities. School Science and Mathematics, 145(10), 145-154.
30. Lee, H. (2000). Integrating science with other subjects. In D. L. Haury ve W. S. McCann (Eds.), Trends in science education research-1998: Taking the annual pulse of the science education research community (pp. 138-140). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
31. Lepik, M. (2015). Analyzing the use of textbook in mathematics education: The case of Estonia. Acta Paedagogica Vilnensia, 35, 90–102.
32. Luangrath, P. & Pettersson, S. (2010). The influence of group work discussion on scores of the force concept inventory in Lao PDR. AIP Conference Proceedings, Vol. 1263, 102-105.
33. Lubben, F., Campbell, B., Kasanda, C., Kapenda, H., Gaoseb, N., & Kandjeo-Marenga, U. (2003). Teachers' Use of Textbooks: practice in Namibian science classrooms. Educational studies, 29(2-3), 109-125.
34. Maerten‐Rivera, J., Myers, N., Lee, O., & Penfield, R. (2010). Student and school predictors of high‐stakes assessment in science. Science Education, 94(6), 937-962.
35. Martínez-Gracia, M. V., Gil-Quílez, M. J., & Osada, J. (2006). Analysis of molecular genetics content in Spanish secondary school textbooks. Journal of Biological Education, 40(2), 35–60.
36. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
37. Monk, D. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of education review, 13(2), 125-145.
38. Mosenthal, J. H. & Ball, D. L. (1992). Constructing new forms of teaching: Subject matter knowledge in inservice teacher education. Journal of Teacher Education, 43(5), 347-356.
39. Moulton, J. (1997). How do Teachers Use Textbooks? A Review of the Research Literature. Health and Human Resources Analysis: Burea for Africa.
40. Mullis, I. V.S., Martin, M.O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
41. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
42. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
43. Pang, J. & Good, R. (2000). A review of the integration of science and mathematics: Implications for further research. School Science and Mathematics, 100(2), 73-81.
44. Pepin, B. & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms: A way to understand teaching and learning cultures. ZDM: International Journal on Mathematics Education, 33(5), 158–175.
45. Renner, J.W., Abraham, M.R., Grzybowski, E.B., & Marek, E.A. (1990). Understanding and misunderstandings of eighth graders of four physics concepts found in textbooks. Journal of Research in Science Teaching, 27(1), 35–54.
46. Stein, M., Remillard, J., & Smith M. (2007). How curriculum influences student learning. In F. Lester, Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 319-369). Greenwich, CT: Information Age.
47. Stern, L. & Roseman, J. (2004). Can middle school science textbooks help students learn important ideas? Findings from Project 2061’ curriculum evaluation study: Life science. Journal of Research in Science Teaching, 41(6), 538–568.
48. Svetlik, K., Japelj Pavešić, B., Kozina, A., Rožman, M., & Šteblaj, M. (2008). Naravoslovni dosežki Slovenije v raziskavi, TIMSS 2007. Ljubljana: Pedagoški inštitut.
49. Thompson, D. R. & Senk, S. L. (2014). The same geometry textbook does not mean the same classroom enactment. ZDM, 46(5), 781–795.
50. Tobias, S. (1994). Interest, prior knowledge, and learning. Review of educational Research, 64(1), 37-54.
51. Trowbridege, L. W., & Bybee, R. W. (1996). Teaching Secondary School Science: Strategies for Developing Scientific Literacy. New Jersey, NY: Prentice Hall, Inc.
52. Tyson, H. (1997, July). Overcoming structural barriers to good textbooks. Paper presented at the meeting of the National Education Goals Panel.
53. Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Springer Science & Business Media.
54. Viholainen, A., Partanen, M., Piiroinen, J., Asikainen, M. & Hirvonen, P. (2015). The role of textbooks in Finnish upper secondary school mathematics: Theory, examples and exercises. Nordic Studies in Mathematics Education, 20(3-4), 157–178.
55. Yeşilyurt, M., Bayraktar, Ş., Kan S., & Orak, S. (2005). İlköğretim öğrencilerinin ışık konusu ile ilgili düşünceleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1-24.
56. Yıldız, İ. (2000). İlköğretim 6. sınıf öğrencilerinin ışık ünitesindeki kavram yanılgıları. Yüksek Lisans Tezi, KTÜ Fen Bilimleri Enstitüsü.