Browsing by Subject "biology curriculum"

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    Comparative analysis of biology textbooks with regard to cellular respiration and photosynthesis
    (2012) İnanç Gök, Tuğba
    The topics of cellular respiration and photosynthesis in the International Baccalaureate Diploma Programme (IBDP) and Ministry of National Education (MEB) biology textbooks were analysed and compared with regard to content, presentation and learning strategies by using content analysis as a research method. Interviews were conducted with five practising biology teachers. Both textbooks follow a general to specific (deductive) order in the topics and have similar features in terms of readability and typography. The assessment strategies of neither textbooks focus on measuring higher order cognitive levels. The differences between the two textbooks are prominent in the content, presence and absence of major themes, number of student-centred activities, real life connections and use of technology. The MEB textbook had more comprehensive content but with many details which were not appropriate for the students‘ level. While the IBDP textbook included all major themes in the two topics, the MEB textbook lacked some important ones. The MEB textbook is richer in terms of student-centred activities, experiments and real life connections. The IBDP textbook is richer in terms of technology. The findings of the content analysis were supported by the ideas of the practising teachers.
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    A comparative analysis of ecology units in the biology textbooks of secondary school programs
    (2013) Ödün, Sinem
    The purpose of this study was analyze and compare ecology units in four Ministry of National Education (Milli Eğitim Bakanlığı, MEB) biology textbooks, International Baccalaureate Diploma Programme (IBDP) biology textbook and International General Certificate of Secondary Education (IGCSE) biology textbook in terms of content, presentation and learning. Content analysis was used as a research method and interviews were conducted with biology teachers. The analysis of the ecology-related unit content of textbooks showed that MEB textbooks cover large numbers of life connections and interdisciplinary treatments which makes MEB textbooks advantageous over the other two textbooks. From the perspective of presentation, the IGCSE textbook is the only textbook that has teachers’ resource kit. The other advantageous point is presenting bite-size information, a chunking. The IBDP textbook contains lots of links to a website that makes textbook interact with technology. Regarding learning, the ecology units of MEB textbooks rank higher hierarchy than IBDP and IGCSE textbooks. MEB textbooks present the most friendly language style. Moreover, MEB textbooks support students with activities and, variety of questions.