การวิเคราะห์เนื้อหาแบบเรียนวิทยาศาสตร์ระดับมัธยมศึกษาตอนต้น / บพิตร เอกะวิภาต = A content analysis of science textbook at the lower secondary level / Bopit Ekavipat
This study aimed at analyzing and comparing the contents of nine science textbooks at the lower secondary level (Matayomsuksa one, two and three) by using Romey’s quantitative rating textbook categories according to the following list: a. Statements of fact. b. Stated conolusions or generalization. c. Definitions d. Questions asked but answered immediately by the text. e. Question requiring the student to analyze data f. Statements requiring the student to formulate his own conclusions. g. Directions telling the student to perform and analyze some activity. h. Questions asked to arouse student interest without immediate answers supplied. i. Rhetorical questions. Sentence-by-sentence reading of each of the marked ten-page passages randomly selected from each chapter of these textbooks showed that all of the analyzed science textbooks contained mostly statements of fact, but none of the question requiring the student to analyze data. Other categories appeared less than once per page. Most of the science textbooks presented a similar distribution of categories, except the Chulee Chaiyapipat and her colleagues’ matayomsuksa one and matayomsuksa two science textbooks, which contained significantly more of the statements of fact than The Ministry of Education’s science textbooks of the same levels.
