نوع مقاله : مقاله پژوهشی
نویسنده
دانشگاه فرهنگیان مازندران، مرکز آمل
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
This study aimed to analyze the content of the fifth-grade elementary science textbook based on the extent to which it addresses students’ scientific misconceptions. The importance of this research lies in the fact that many misconceptions remain in students’ minds even after instruction and can hinder the deep understanding of scientific concepts. These misconceptions may also lead to superficial or incorrect interpretations of scientific phenomena. Considering the central role of textbooks in transferring knowledge and shaping students’ mental models, it is essential to examine the content of textbooks and determine the extent to which they respond to common scientific misconceptions.
The present study is descriptive in nature and was conducted using the content analysis method. Shannon entropy was employed to determine the relative importance and impact of each component examined in the study. The statistical population included all lessons in the fifth-grade elementary science textbook. The research instrument consisted of a researcher-made checklist developed based on four main domains: lesson texts, images, questions, and scientific activities. These domains were selected because they represent the primary instructional elements through which scientific concepts are presented and reinforced in the textbook.
To evaluate the extent to which each component addresses misconceptions, a five-point scale ranging from 0 to 1 was designed. This scale allowed for a more precise assessment of how effectively each domain contributes to identifying, confronting, or correcting students’ misconceptions. The collected data were analyzed using Shannon entropy to determine the weight and significance of each domain in addressing misconceptions.
The results of the study indicated that the domain of questions, with an importance coefficient of 0.2514, showed the highest level of responsiveness to scientific misconceptions. In contrast, images, with an importance coefficient of 0.2461, played the least significant role in addressing misconceptions. Overall, the findings revealed that there is no sufficient balance among the four examined domains in responding to students’ misconceptions, and the overall level of responsiveness was not considered satisfactory.
These findings suggest that scientific misconceptions may remain in students’ minds due to insufficient attention within the textbook content. Therefore, revising the four domains of lesson texts, images, questions, and activities is necessary to ensure a more balanced and effective response to scientific misconceptions. Such improvements can ultimately contribute to deeper conceptual understanding and more effective science learning among elementary school students.
کلیدواژهها [English]
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