Proceedings of the 7th World Conference on Research in Education
Year: 2024
DOI:
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An analysis of eighth-grade Physics textbook questions in the Kosovar educational context and its alignment with the revised Bloom’s taxonomy and PISA science literacy
Albulena Metaj – Macula and Arlinda Bytyqi – Damoni
ABSTRACT:
Science textbooks, in this case, physics textbooks, are an essential part of education because they provide students with the information and skills they need to succeed in the subject of science and are a useful resource for teachers in various ways. Sinaga et al. (2017) have suggested that using well-written science books may significantly raise science literacy in each subject while also benefiting high school students’ science literacy. Given that Kosovar students’ results on international tests like PISA are far lower than the average for the OECD and the lowest in the area, we must address the basic relevance of the science curriculum in scientific education. The study was guided by the following research questions: 1. What types of end-of-chapter questions are addressed in the commonly used 8th-grade physics textbooks? 2. To what extent are end-of-chapter questions from the physics textbooks aligned with the PISA requirements? The study’s findings are anticipated to provide a descriptive and comparative overview of the problem’s context in addition to sufficient recommendations that help policymakers and working groups develop instructional teaching materials and methods that will improve students’ achievement in science literacy.
keywords: science literacy, text-book analysis, end-of-chapter questions