An Analysis Study on the Contents of the Elementary School Science Textbooks between Taiwan and the United States

• Main Authors: Pei-Ming Shen, 諶佩明
• Other Authors: Tzyh-Lee Chang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/49148151889963300682

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 102 === The purpose of this study is to analyze and compare the distributions, similarities and differences of competence benchmarks and scientific topics of elementary school science textbooks in Taiwan and the United States of America. Content-analysis is applied to conduct this research, and the instruments of the research contain "Elementary school science textbooks Competence Benchmarks analysis table" and the "Elementary school science textbooks scientific topics analysis table". Respectively, “lesson” and “sub activity” are adopted as the analysis units to calculate the number of times and the percentage, and synthesize quantitative data and qualitative analysis. The following findings are a result of the research. 1. On the distributions of eight benchmarks, both countries attach more importance to the process skills and thinking intelligent, and the amount percentage of these two benchmarks distributions is more than half of the textbook content. The remaining benchmarks’ distributions are similar to small differences. Furthermore, the distributions of development of technology and designing with manufacturing in Taiwan science textbook content are less than U.S. About the individual benchmark distribution, the dependence level for teacher’s instructions and the relevance level for prior knowledge of Taiwan eight benchmarks are more than U.S., but the textbook contents difficulty level is less than U.S. Concerning the scientific literacy appearing frequency of the essence of science and technology, the development of technology, and scientific attitude in U.S. textbook content are more than Taiwan. However, the scientific literacy appearing frequency of the other five benchmarks in the U.S. textbook content is contrary to above mentioned. 2. On the distributions of five scientific topics, Taiwan elementary school science textbook content is in favor of the composition and characteristics of nature and the effect of nature. U.S. is in favor of life and environment, and sustainable development. The both countries’ distributions of evolution and continuity are the same least. Regarding the individual scientific topic distribution, the science topic appearing frequency and the relevance level for prior knowledge of Taiwan science textbook content are more than U.S. About the textbook content difficulty level of U.S. is more than Taiwan. With the composition and characteristics of nature, evolution and continuity, and the effect of nature, Taiwan textbook content is more dependent for teacher’s instructions, but the dependence level for teacher’s instructions of life and environment, and sustainable development are on the contrary to above mentioned. These above conclusions could be as references for science textbook editors and science teachers, therefore promote the quality of Taiwan elementary school science textbook and the consequent of elementary school science education.