A Conceptual framework of teacher and student strategies in the use of science textbooks through a systematic literature review
DOI:
https://doi.org/10.37134/jpsmm.vol14.2.1.2024Keywords:
science textbooks, teacher, students, framework, systematic literature reviewAbstract
Science education is a critical aspect in driving the progress of a country and Science textbooks play a role in its widespread use throughout the world. This systematic literature review aims to explore the strategies of teachers and students in the use of science textbooks. Therefore, this survey has analyzed 220 journal articles through four steps based on PRISMA, namely, identification, screening, eligibility, and inclusion. A total of 35 journal articles selected between 2014 and 2023 were obtained from Scopus, Web of Science (WoS), and ERIC databases. To identify themes from the data obtained, a thematic analysis was carried out. The results of the review of journal articles show several strategies and functions of textbooks in Science education. For teachers, textbooks are used as teaching guides, resources for teaching preparation, reading materials and training resources for students. Teachers also use other resources such as the Internet and YouTube as teaching support materials to the textbook content to address errors identified in textbook and for additional information. Meanwhile, students use school textbooks by reading, referencing diagrams, practice questions, and search for analogies. At the same time, students use various textbook as additional support materials and refer to online learning resources. A conceptual framework demonstrating the textbook usage strategies by teachers and students was established. A possible future research is to explore innovative teaching methods that use technology such as interactive digital sites that can support teaching and learning with school science textbooks.
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