Content analysis of biology book for the fourth scientific grade according to the levels of depth of knowledge

Mohamed Abdullah; Nadia Al-Affoun

doi:10.53730/ijhs.v9n1.15515

Authors

Mohamed Abdullah
Mohammed.Najm2202p@ihcoedu.uobaghdad.edu.iq
University of Baghdad, Iraq
Nadia Al-Affoun University of Baghdad, Iraq

Keywords:

biology book, content analysis, depth of knowledge

Abstract

The research aimed to analyze the content of the biology book for 4th scientific grade in high school according to the levels of (DOK), to know the extent of the availability of indicators of these levels in the scientific content of the book, which would achieve a deep understanding of students in biological concepts and develop strategic and extended thinking in solving scientific problems in a sustainable style. The researchers used a descriptive-analytical approach, and the content of the biology book represented the research community. The sample was made up of the first six chapters. The research tool was built and included (22) indicators and was presented to several arbitrators in teaching methods to verify the validity of the tool. researchers analyzed the content of the biology book, depending on the explicit and implicit idea as a unit of recording, and the Holsti formula was used to calculate the reliability of the analysis. The results showed that the biology book does not contain all indicators, and the levels appeared to vary. level (Recall and reproduction) obtained (63.49%), level (Skills and concepts) obtained (19.07%), level (Strategic thinking) obtained (8.84%), and level (Extended thinking) obtained (8.60%), accordingly the researchers presented several recommendations.

Downloads

Download data is not yet available.

References

Abbood, S. A. A. (2023). A Training Program According to Interactive Teaching Strategies and its Impact on Achievement and Creative Problem Solving for Fourth-Grade Preparatory Students in Chemistry. International Journal of Emerging Technologies in Learning (Online), 18(4), 50. DOI: https://doi.org/10.3991/ijet.v18i04.37313

Abbood, S. A. A. (2023). Instructional Design According to the Repulsive Learning Model and its Impact on the Achievement of Chemistry and Lateral Thinking for Third-Grade Intermediate Students. International Journal of Emerging Technologies in Learning (Online), 18(3), 22. DOI: https://doi.org/10.3991/ijet.v18i03.37025

Abbood, S. A. A., & Jasim, H. S. (2022). Analyzing the chemistry book for the third intermediate grade according to the depth of knowledge. Journal of Educational and Scientific Studies, 1(19), 77–94.

Absattarovna, D. K. (2024). Using Depth Of Knowledge (DOK) Levels In Creating And Adapting The Activities To Enhance Logical And. European Journal of Research and Reflection in Educational Sciences, 12(1), 22–28.

Ahmed, S. D., & Aziz, M. S. (2018). The Effect of Cognitive Modeling Strategy in chemistry achievement for students. Opción: Revista de Ciencias Humanas y Sociales, (17), 498-520.

Bagoly-Simó, P. (2021). Doing Research on Geography Textbooks. An Overview of Methods, Samples, and Topics in International and German Journals (1960–2020). In Textbooks and Educational Media: Perspectives from Subject Education: Proceedings of the 13th IARTEM Conference 2015, Berlin 13 (pp. 134-146). Springer International Publishing. DOI: https://doi.org/10.1007/978-3-030-80346-9_11

Birmingham, P., & Wilkinson, D. (2003). Using research instruments: A guide for researchers. Routledge. DOI: https://doi.org/10.4324/9780203422991

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16. DOI: https://doi.org/10.3102/0013189X013006004

Crosson, A. C., McKeown, M. G., & Ward Jr, A. K. (2019). An innovative approach to assessing depth of knowledge of academic words. Language Assessment Quarterly, 16(2), 196-216. DOI: https://doi.org/10.1080/15434303.2019.1612899

Crowther, D., & Lauesen, L. (Eds.). (2017). Handbook of research methods in corporate social responsibility. Edward Elgar Publishing. DOI: https://doi.org/10.4337/9781784710927

Denga, D. I., Joshua, M. T., Asuquo, P. N., & Petters, J. S. (2017). Education for careers in the 21st century. University of Calabar Press.

Elfiel, H. (2019). Modern educational variables in the Arab environment. Anglo-Egyptian Publishing Library.

Ferreira, V., & Ricoy, M. C. (2019). Multidimensionality of contents presented in textbooks. IARTEM 1991-2016: 25 years developing textbook and educational media research, 213.

Gopal, D. (2021). Application of Webb's depth of knowledge on learners' responses to probability questions (Doctoral dissertation).

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001 DOI: https://doi.org/10.1016/j.nedt.2003.10.001

Graneheim, U. H., Lindgren, B. M., & Lundman, B. (2017). Methodological challenges in qualitative content analysis: A discussion paper. Nurse education today, 56, 29-34. https://doi.org/10.1016/j.nedt.2017.06.002 DOI: https://doi.org/10.1016/j.nedt.2017.06.002

Holmes, V. L. (2012). Depth of teachers’ knowledge: Framework for teachers’ knowledge of mathematics. Journal of STEM education: Innovations and research, 13(1).

Houser, J. (2018). Nursing Research: Reading, Using, and Creating Evidence with Navigate Advantage Access. Jones & Bartlett Learning.

Iorio, R., Labory, S., & Rentocchini, F. (2017). The importance of pro-social behaviour for the breadth and depth of knowledge transfer activities: An analysis of Italian academic scientists. Research Policy, 46(2), 497-509. https://doi.org/10.1016/j.respol.2016.12.003 DOI: https://doi.org/10.1016/j.respol.2016.12.003

Kaplinsky, R. (2023). Open middle math: Problems that unlock student thinking, 6-12. Routledge. DOI: https://doi.org/10.4324/9781032681962

Kondracki, N. L., Wellman, N. S., & Amundson, D. R. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of nutrition education and behavior, 34(4), 224-230. https://doi.org/10.1016/S1499-4046(06)60097-3 DOI: https://doi.org/10.1016/S1499-4046(06)60097-3

Krippendor, K. (2004). Content Analysis: An Introduction to Its Methodology. Sage Publications.

Mesquita, A., & Ramos, I. (2013). ECRM2013-Proceedings of the 12th European Conference on Research Methods. Academic Conferences and Publishing Limited.

Mohammed, U. H., & Hamoodi, S. N. (2023). Building a University Experience Psychological Scale for Mosul University Students. Journal for ReAttach Therapy and Developmental Diversities, 6(3s), 389-401.

Neuendorf, K. A. (2017). The content analysis guidebook. sage. DOI: https://doi.org/10.4135/9781071802878

Patankar, S. D. (2024). Research Methodology. Laxmi Book Publication.

Roth, L. (2014). Brain-Powered Lessons to Engage All Learners Level 6. Teacher Created Materials.

Schyns, B., Hall, R. J., & Neves, P. (Eds.). (2017). Handbook of methods in leadership research. Edward Elgar Publishing. DOI: https://doi.org/10.4337/9781785367281

Shaheen, A. R. bin Y. (2020). The extent to which levels of depth of knowledge are available in biology textbooks for the secondary stage. Assiut University Journal, 36(1), 418–456.

Sikorová, Z., & Bagoly-Simó, P. (2021). Textbook as a medium: impulses from media studies for research on teaching materials and textbooks in educational sciences. In Textbooks and Educational Media: Perspectives from Subject Education: Proceedings of the 13th IARTEM Conference 2015, Berlin 13 (pp. 1-22). Springer International Publishing. DOI: https://doi.org/10.1007/978-3-030-80346-9_1

Sizemore, J. M. (2015). Intentional depth of knowledge and its effects on K-12 student engagement.

Slamet, Y, S., Winarni, R., & Syawaludin, A. (2023). The Importance of Textbooks with Accelerated Learning Models to Support Indonesian Language Learning in Elementary Schools. In 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022) (pp. 644-651). Atlantis Press. DOI: https://doi.org/10.2991/978-2-38476-114-2_60

Starita, M., & Malafronte, I. (2015). Capital requirements, disclosure, and supervision in the European insurance industry: new challenges towards Solvency II. Springer. DOI: https://doi.org/10.1057/9781137390844

Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How reliable are measurement scales? External factors with indirect influence on reliability estimators. Procedia Economics and Finance, 20, 679-686. https://doi.org/10.1016/S2212-5671(15)00123-9 DOI: https://doi.org/10.1016/S2212-5671(15)00123-9

Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houng, R. T. (2003). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. DOI: https://doi.org/10.1007/978-94-007-0844-0_8

Webb, N. L. (2002). Depth-of-knowledge levels for four content areas. Language Arts, 28(March), 1-9.

Wikman, T., & Horsley, M. (2012). Down and up: Textbook research in Australia and Finland. IARTEM e-Journal, 5(1), 45-53.

Yousif, J. F. (2018). The effect of strategy and information processing and mental maps on the achievement of fourth year students in chemistry and the technique of visual thinking. Methods of Teaching Chemistry Faculty of education of pure science-Ibn Alhaitham–University of Baghdad, 2(89), 89-110.

Yousif, J. F. (2019). The effectiveness of employing the molecular representation strategy in the development of information Generation skills in the chemistry of second grade students in Intermediate School. Opción: Revista de Ciencias Humanas y Sociales, (89), 196.

Yousif, J. F., & Mahmood, R. I. (2020). Effect of Hot Chair Strategy on the Acquisition of Second-Grade Middle Class Students. Utopía y praxis latinoamericana: revista internacional de filosofía iberoamericana y teoría social, (1), 545-564.