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China and secondary school textbooks surface and deep learning approaches

- Zeegers, Margaret, Zhang, Xiaohong

Authors: Zeegers, Margaret , Zhang, Xiaohong
Date: 2004
Type: Text , Journal article
Relation: International Journal of the Book Vol. 2, no. (2004), p. 255-258
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Description: This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
Description: C1
Description: 2003001332

The green and gold revolution: The story behind the Australian adaption of Paul Samuelson's classic textbook

- Millmow, Alex

Authors: Millmow, Alex
Date: 2011
Type: Text , Journal article
Relation: Economic Society of Australia Vol. 30, no. 4 (2011), p. 546-556
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Description: On a March evening in 1973 the ABC television compere of the Monday Conference programme, Robert Moore introduced his guest, Paul Samuelson, by holding aloft a copy of his economics textbook. Moore joked that Samuelson had taught more people economics than anyone else. He was also, of course, an eminent economist with major contributions in public finance, international economics and the dissemination of Keynesian economics. This paper will discuss how the Australian adaption of Paul Samuelson's Economics came about. Extensively adapted to fit Australian conditions, the two Australian authors, Keith Hancock and Bob Wallace, both at Flinders University, came up with a publishing success that was to take Australian university economics instruction by storm. They were not, however, Samuelson's first choice as adaptors. A whole generation of Australian students was brought up on Samuelson. It was also the first attempt at adapting an overseas text to suit Australian institutions and conventions. The paper assesses how well it was received and how it spawned imitators.
Description: 2003008947

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Is the evolution of biochemistry texts decreasing fitness? A case study of pedagogical error in bioenergetics

- Larkins, Jo-Ann, Mosse, Jennifer, Chapman, Brian

Authors: Larkins, Jo-Ann , Mosse, Jennifer , Chapman, Brian
Date: 2011
Type: Text , Conference paper
Relation: Australian Conference on Science and Mathematics Education (ACSME): Teaching for diversity -Challenges and strategies p. 187-192
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Description: The initial impetus for this research was the discovery by the authors of a variety of common and consistent errors and misconceptions in pedagogical literature on the topic of thermodynamics in Biochemistry. A systematic survey was undertaken of material on thermodynamics in Biochemistry textbooks commonly used in Australian Universities over the period from the 1920s up to 2010. Four common areas of error and misconception were identified, and a number of factors associated with the initiation and propagation of troublesome pedagogical material through successive editions of Biochemistry textbooks were recognised. These factors included the introduction of multiple authors and also often the departure of the original author of a particular textbook. The very nature of Biochemistry as a rapidly expanding discipline leads to the constant introduction of new material in textbooks and the contraction of older material such as thermodynamics. Material is also often fragmented into a number of smaller sections in modern textbooks. Moreover, less development is likely to be applied to this older material, with considerable reuse of material from previous editions. The lessons learned from charting these particular errors in thermodynamics in Biochemistry textbooks may provide insight into how troublesome pedagogical material evolves in other disciplines.

A multilevel description of textbook linguistic complexity across disciplines: Leveraging NLP to support disciplinary literacy

- Green, Clarence

Authors: Green, Clarence
Date: 2019
Type: Text , Journal article
Relation: Linguistics and education Vol. 53, no. (2019), p. 100748
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Description: •Linguistic complexity measured at the clause, phrase and lexical levels, in textbooks from eight secondary school subjects•Innovative natural language processing systems extract an unprecedented number of complexity measures.•Limited studies have been done on the differing linguistic complexity demands of disciplines.•Discriminant function analysis is employed to describe features that best differentiate disciplinary writing.•Paper concludes with detailed and specific pedagogical takeaways for teachers. Disciplinary Literacy as a pedagogy and research program aims to understand and teach the linguistic differences amongst disciplines. Limited studies have been done, however, on the differing linguistic complexity demands of disciplines. In this study, linguistic complexity is measured at the clause, phrase and lexical levels, across eight disciplines represented by a corpus of secondary school textbooks. Innovative natural language processing systems extract an unprecedented number of complexity measures, and discriminant function analysis describes features that best differentiate disciplinary writing. Results indicate disciplines vary along different clines of complexity. The first tends to discriminate humanities from science subjects, along features such as academic phraseology, possessive noun phrases, auxiliary verbs and clause dependents. Other clines show that subjects such as history and physics can be similarly complex in features such as their prepositional expansion of noun phrases. The paper concludes with detailed and specific pedagogical takeaways for teachers.

Where is the rate in the rule?

- Herbert, Sandra

Authors: Herbert, Sandra
Date: 2008
Type: Text , Journal article
Relation: Australian Senior Mathematics Journal Vol. 22, no. 2 (2008), p. 28-26
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Description: The article reports on additional data collected during interviews for a project investigating the different ways rate may be experience by pre-calculus students. It evaluates the participants' understanding in a specific rate context. Insights into perceptions of rate in several different representations were provided by detailed analysis of the video record of each participant's interview. The article also presents the Victorian Essential Learning Standards (VELS) expectations with respect to the concept of rate.
Description: C1

Human physiology students' perceptions of etextbooks : Towards open access as an alternative to traditional textbooks

- Julien, Brianna, Lexis, Louise, Salisbury, Fiona, Russell, Kathy, Loch, Birgit

Authors: Julien, Brianna , Lexis, Louise , Salisbury, Fiona , Russell, Kathy , Loch, Birgit
Date: 2018
Type: Text , Journal article
Relation: International Journal of Innovation in Science and Mathematics Education Vol. 26, no. 7 (2018), p. 38-51
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Description: Science experts across the globe are requesting educators to teach science in authentic and inquiry-driven ways to prepare graduates to be scientifically literate citizens. Shifting from traditional teacher-centred approaches to models of authentic learning requires new and innovative resources. In an inquiry-driven human physiology curriculum an etextbook, 'How to Do Science: a guide to researching human physiology', was developed as an alternative to a traditional textbook and is an example of how professionally designed electronic textbooks can support new approaches to learning. While the advantages of OER have been documented internationally, there is little empirical evidence to indicate benefits of open etextbooks for students in Australia. This study found a majority of students prefer etextbooks compared to hardcopy textbooks, most often due to accessibility, ease of use and convenience. Regarding How to Do Science specifically, a majority of students rated accessibility, attractiveness, ease of navigation, and the quality of the content as high or very high. Students reported that the etextbook contributed most to their learning through assisting in completion of authentic scientific assessment tasks. The etextbook was designed for local use, however, the release as an OER has meant wider dissemination with more impact. We encourage educators to incorporate OERs into their practice. [Author abstract]

Examination of bivariate data tasks in us high school textbooks through the statistical investigation and cognitive demands frameworks

- Tran, Dung, Tarr, James

Authors: Tran, Dung , Tarr, James
Date: 2018
Type: Text , Journal article
Relation: International journal of science and mathematics education Vol. 16, no. 8 (2018), p. 1581-1603
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Description: Through the lenses of statistical investigations and cognitive demands, we examined bivariate data tasks offered in US high school mathematics textbook series—a popular representative of three curriculum types: traditional, integrated, and hybrid. We developed a framework grounded in literature of association topics for the inclusion and exclusion of tasks. Using the Guidelines for Assessment and Instruction of Statistics Education (GAISE) framework, textbook tasks were coded for four investigation components (formulate questions, collect data, analyze data, and interpret results) and levels of statistical sophistication, as well as levels of cognitive demand as suggested by the Mathematical Complexity framework. Across the three series 582 statistical association tasks, all components of statistical investigation were evident with different levels of treatment: (a) all questions for statistical investigations were provided by textbook authors (b) tasks rarely afforded student opportunities to collect data and (c) nearly all of the tasks required students to analyze data and most required them to interpret results. Tasks in the integrated series were more numerous ( n = 246) and required higher levels of mathematical complexity and statistical sophistication than tasks in the traditional and hybrid series. The vast majority of tasks were coded at the GAISE Level B for analyze data and interpret results and moderate level for mathematical complexity. Further analyses show the concordance between the developmental levels for statistical sophistication and mathematical complexity. Suggestions for curriculum development, content analysis, and future research are provided.

Statistical Association: Alignment of current U.S. High school textbooks with the common core state standards for mathematics

- Tran, Dung

Authors: Tran, Dung
Date: 2016
Type: Text , Journal article
Relation: School Science and Mathematics Vol. 116, no. 5 (2016), p. 286-296
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Description: This study examined the alignment of three selected U.S. high school textbooks series with the Common Core State Standards for Mathematics (CCSSM) regarding the treatment of statistical association. A framework grounded in the literature for inclusion and exclusion of reasoning about association topics was developed, and textbook entries were compared with the CCSSM learning expectations (LEs). Across the three series, about 77–90% of the 582 association problems addressed two numerical variables. All CCSSM LEs were covered by two of the three series. However, additional association LEs not found in the CCSSM were included in the textbooks. Implications for curriculum revision and development, and content analysis are suggested. The study challenges the notion of CCSSM‐aligned curricula.

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