|Ph.D Thesis||Department of Education in Science and Technology|
|Supervisor:||Prof. Emeritus Lazarowitz Reuven|
Textbooks are dominant factors in deciding which topics should be taught and what teaching methods are to be used. Therefore, a key decision involved in planning a curriculum is the choice of textbooks.
This research examined the criteria for choosing and evaluating biology textbooks by teachers and students.
Correlations were examined between teacher's gender, qualification and teaching characteristics and student's gender and class level, and between their criteria for choosing and evaluating biology books.
The research sample consisted of 75 high school teachers, and 329 high school biology students. Data were collected from questionnaires.
Based on quantification of teachers and students answers an instrument for choosing and evaluating biology textbooks was constructed. The instrument is composed of three aspects (technical, didactic and scientific content), twelve categories and 67 criteria.
Data analysis shows that; teachers and students consider different criteria when choosing and evaluating biology textbooks, according to the purpose and type of the book, and according to their background data.
For example: in choosing biology textbooks for teaching/ learning, teachers considered most scientific content aspect, followed by technical aspects, and then
didactic aspects, versus students sequence scientific content aspect, followed by didactic aspects, and then technical aspects.
The instrument points towards criteria that teachers and students are aware of, and the degree of importance of these criteria. That can help to achieve an informed decision in choosing and evaluating biology textbooks, and hints towards the perceptions of teachers and students regarding the role of textbooks in teaching and learning biology.