نوع مقاله : مقاله پژوهشی

عنوان مقاله [English]

Analysis of the content of the first chapter of the newly authored 11th grade biology book (neural regulation) of the academic year 2020-2021 in the manner of William Rumi

نویسندگان [English]

 Ozra Feizi*: Bachelor student of biology education, Department of Basic Sciences, Farhangian University.

 Mohammad Abyari: Assistant Professor, Department of Basic Sciences, Farhangian University, Tehran, Iran.

Detailed Abstract

Introduction: The aim of the current research is to analyze the contents of the nervous regulation chapter of the newly authored 11th biology book from the perspective of being active or inactive based on William Rumi's model.

Materials and methods: In this study, the unit of analysis was the sentences and pictures of the 11th neurobiology chapter, which was analyzed in terms of the amount of activity. The existing research was conducted using quantitative content analysis and descriptive statistical methods. The population studied in this research was the chapter of neural regulation of the new biology textbook of the 11th grade of the academic year 2020-2021.

Results and discussion: The current educational system of the country is a centralized system and its curriculum is unique to the textbook with which the teacher conducts the teaching process and various academic evaluations and tests are conducted based on the content of the textbooks. In fact, in educational systems, a textbook is a written document of education and training, on which the activities and experiences of learners are organized. So, if the contents of textbooks are good, they can challenge students intellectually and respond to the needs of the new era. Based on the fact that the education system of Iran is focused and the curriculum is exclusive to textbooks and it is distributed throughout the country despite the size and diversity of demographic and cultural species, so textbooks must be free of defects and appropriate to the goals. determined and the scientific principles should be compiled (Kohi Fayeq and Shahmohammadi Ardabili, 2012). Studying and reviewing textbooks can reveal the connection between some of the students' learning problems with the curriculum and help to include the curriculum concepts in the textbooks in an appropriate way. Curriculum content is of particular importance due to the role it plays in achieving goals. Since planning, compiling, changing and updating textbooks is one of the requirements of the educational system, its scientific analysis and analysis becomes particularly important. This analysis helps the authors of textbooks to be more careful when compiling, selecting and choosing the content of textbooks, in order to facilitate learning and provide the background for students' academic progress. By analyzing the content, the weak points of the content become more obvious and the need to create a standard program is felt more. Education based on memorizing a set of knowledge and solved problems cannot prepare the student to live in situations with unpredictable problems and problems. Even though students may be able to handle education based on memorizing scientific words and formulas and be successful in continuing their education at higher levels, this type of education is not very effective in people's real life Content analysis is a regular, objective and quantitative method of the content of books and program texts or comparing the messages and structure of the content with the objectives of the curriculum. The content analysis of textbooks can reveal the relationship between some of the students' learning problems and the curriculum and help to include the curriculum concepts in the textbooks in an appropriate way to support the academic progress of the students. be provided

Considering that the biology book is close to the daily life of the students in every grade in the second secondary school and has many applications in their daily life, therefore this lesson is considered as one of the important and special lessons. For this reason, in this research, the content analysis of the nervous regulation chapter of the 11th grade of the second high school was carried out in order to measure the texts and images of this book in relation to the learner's involvement with the above. The analysis of the data obtained in this research based on the calculations of William Rumi's model showed that the coefficient of engagement of the text and images of the speeches of the 1st and 2nd chapters of the 11th biology textbook on neural regulation is 0.15 and 0.43, respectively, which indicates It is that the sentences of this section are not active and the active flow of learning is not created for the students. But the correlation coefficient of the pictures of the nervous regulation chapter of the 11th biology book is higher than 0.4 and it is relatively activity-oriented. According to the above results, in total, the content of the new curriculum of the 11th grade biology book is passive content (with an engagement factor of 0.29). The results obtained in this research are almost consistent with the results of previous researchers in this field. In a study conducted by Samia Kipour and colleagues on all sections of the 11th biology book of the second secondary school, they announced that: the coefficient of students' engagement with the sentences and pictures of the 11th biology book is 0.29 and zero, which indicates that the sentences and pictures of the book are inactive. It is based on the model of William of Rome. It is suggested to improve the quality of biology education: the content of the curriculum of all textbooks should be designed in such a way that the textbook represents real life for the students and guides the students to learn and understand the material and motivate them to learn. . It is also necessary to provide the field for their active research and practice so that students are encouraged and enthusiastic about learning and acquiring information. Also, it is better to increase the scope of students' activities in the text and pictures of the biology book from the current situation, and every biology talk should form a learning context from the real life of the students.

Conclusion: The general conclusion of the research showed that studying and reviewing textbooks can reveal the relationship between some of the students' learning problems with the curriculum and help to include the curriculum concepts in the textbooks in an appropriate way.

Keywords: Content analysis, William Rumi, learning factor, 11th biology, being active.