Do High School Biology Textbooks Promote the Retention of Scientific Literacy? - Case studies from Japan and Canada -

2017 Fiscal Year Final Research Report

• Project/Area Number: 16K16307
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Science education
• Research Institution: Osaka University (2017); Kyushu University (2016)
• Principal Investigator: Okamoto Sachi 大阪大学, 国際教育交流センター, 講師 (70769067)
• Project Period (FY): 2016-04-01 – 2018-03-31
• Keywords: 科学リテラシー / 学校教育 / 教科書

Outline of Final Research Achievements

The present study examined high school textbooks from both Japan and Canada. In this comparative analysis, questions from all the biology textbooks were examined to reveal the directed level of cognitive processes, key factors considered to play essential role to become scientifically literate. Categorization based on Bloom’s Taxonomy clearly demonstrated that Japanese high school textbooks were not equipped with questions that foster higher cognitive processes, contrary to the Canadian textbooks. Overall, the government-approved textbooks currently used throughout Japan appear to be insufficient for guaranteeing the acquisition and maintenance of scientific literacy.

Free Research Field

科学教育