Science textbooks play a vital role as educational resources for both students and teachers. They serve as a cornerstone of learning in science education. However, there has been a lack of comprehensive research to evaluate the appropriateness of the science textbooks prescribed by the UAE Ministry of Education. Furthermore, on a global scale, most research studies have had a limited focus, often concentrating on specific aspects of textbook content, rather than offering a more holistic perspective on textbook analysis. As a result, this study aims to assess the representation of elements contributing to the suitability of cycle 2 (grades 5 to 8) science textbooks as learning resources. We employed a quantitative descriptive content analysis design to evaluate the quality of these textbooks using a specifically developed Science Textbook Evaluation Framework (STEF). The findings indicate that these textbooks differ in their representation of the elements of the framework. The assessment of physical attributes showed that the textbooks have appropriate physical characteristics but fall short in terms of illustrative attributes. Additionally, the textbook content lacks proper contextualization with respect to the UAE context, as it predominantly reflects foreign contexts. Furthermore, the integration of technology is minimally represented in grade 5 and 6, and moderately in grade 7 and 8. In terms of the learning orientation reflected in all analyzed science textbooks, it appears to be somewhat influenced by constructivist principles. The implications of these findings were discussed in the context of the current science education reform introduced in the UAE.

Authors:
Hassan Tairab, United Arab Emirates University, United Arab Emirates
Sohani Prova, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Professor Hassan Tairab is a University Professor/Principal Lecturer at United Arab Emirates University in United Arab Emirates

See this presentation on the full schedule – Saturday Schedule

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