CHAPTER4

STUDY 1: ANALYSIS OF NATIONAL CURRICULUM FRAMEWORK AND SCIENCE TEXTBOOK

The curricular objectives as set forth by the policy makers have been studied

first in this thesis. This study represents an investigation of the values embedded in

the national curricular frameworks1 (NCF, henceforth), and the science textbook. For

this, the NCFs, which spell out objectives for school science education, was analysed

for value focus. The researcher located all possible values (both implicitly and

explicitly mentioned in the NCFs) and prepared a list of values advocated by the

NCFs that are to be focused in science and science education. This list coupled with

the list of values derived by the researcher through the review of literature was used

to prepare a framework/ checklist for the analysis of the textbook. This was followed

by an analysis of IX standard science textbook, for value components and the

discussions and conclusions.

The recommendations of the NCFs for science education and the science

textbook were considered in order to identify values in curricular objectives for

science education. Secondary school level was considered for the study as the studies

pertaining to the area of values in science at secondary level were found to be very

limited. The secondary school curriculum follows the recommendations of the NCFs.

Therefore it seems logical to begin researching on values in science with the

recommendations of the NCFs for value-focus in science education.

The textbooks occupy a very significant position in our education system as

they serve the most important reading material both for the teachers as well as the

students especially at the school stage. They not only provide knowledge but also are

considered to be the main instruments for developing positive attitudes and values

to the students.

1 The study considered all the NCFs (1975, 1988 and 2000) for the analysis. In course of conducting the study, the NCF-2005 was developed and released in early 2006. In the meantime, most of the analysis required for the current study was completed and at this stage the new NCF could not be considered for the for the purpose of the present study. However, a brief analysis of the NCF-2005 has been brought onto the scope of discussion in the present study.

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In today's classrooms, textbooks serve as tool and tutor, guidebook and

measure of learning. Teachers throughout the world use texts to guide their

instruction, so textbooks greatly influence how content is delivered (Association for

Supervision and Curriculum Development, 1997). Schmidt, McKnight, and Raizen

(1997) identified textbooks as playing an important role in making the leap from

intentions and plans to classroom activities, by making content available, organizing

it, and setting out learning tasks in a form designed to be appealing to the students.

To make the most effective use of a textbook, however, teachers must decide which

textbooks are appropriate for their needs. A teacher needs to determine the extent to

which a textbook focuses on and is aligned with a coherent set of significant, age­

appropriate student learning goals that the teacher, school, or state has identified as

integral to the understanding of and progress in a particular academic subject. They

must also assess how well a textbook's instructional design effectively supports the

attainment of those specified learning goals. The only way to gain this information is

through careful evaluations of textbooks and other curriculum materials for all

subjects.

One of the aspects science education should focus on is learning about

science. Achieving a good understanding of this aspect requires, among others, the

use of the values in science. There is some evidence that teachers rely heavily on

textbooks to present the content and values aspects that they include in their science

lessons. On the other hand, it is considered that science syllabuses are not very

explicit about the teaching of the values aspects in science. Therefore, textbook

writers may not feel compelled to give enough importance to the value aspects of

science in their textbooks. Consequently little of the value aspect of science will

pervade the science lessons. Moreover, the aims and values of education can be

realized only when values are reflected in each and every subject discipline that

forms a part of the school curriculum. Most of these educational values like moral

values, social values, scientific values, secular values, aesthetic values, etc., can be

realized in the school curriculum through some activities, programs and

instructional materials, of which text book forms an important factor. This is true

even of science education.

The objectives of learning of science at secondary stage have been made

explicit in the document 'Science Education for First Ten Years of Schooling'

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(National Council of Educational Research and Training, 1987), prepared under the

chairmanship of Prof. Yash Pal (Chairman, University Grants Commission). The

guidelines for textbook writers, instructional material developers and teachers, have

also been included in this document. The objectives of learning of science in classes I

to X as suggested by these guidelines are as follows:

1. To facilitate the understanding of the nature of science as probabilistic, humanistic,

holistic and empirical.

2. To enhance the ability to properly apply appropriate science concepts equilibrium,

gradient, orderliness etc.

3. To increase the ability to use the process of science; operationally defining concepts,

making predictions etc.

4. To inculcate the ability to understand values that underlie science, consideration of

consequences, empiricity, respect for logical evidence and openness.

5. To enhance the ability to develop rich and more satisfied view of universe and to

continue science education throughout life.

6. To facilitate the ability to understand and appreciate the joint enterprise of science,

technology and society.

7. To facilitate the development of certain manipulative skills, which are required in

day-to-day life.

It is evident from these objectives, that a stress has been laid upon

understanding of the nature, methods, and processes of science, values associated

with it and its role in daily life of the individual. It is imperative for the textbook

writers to follow these guidelines. But it is important to study the extent to which

these are successfully incorporated in the context of textbooks and what values and

attitudes have been woven in the content and presentation of the textbooks. Science

instruction mostly, involves reading out textbooks to students (Holliday, 1981).

Additionally, due to lack of other facilities, such as, laboratory, equipments etc., the

textbooks assume a central place in the teaching-learning process of science and

dictate the curriculum followed by the teachers and students (Gottfried & Kyle, 1992;

Chiappetta, Sethna & Fillman, 1993). This has been also the experience of Indian

schools. It is evident from the Status Study of Science education, Department of

Science and Mathematics, NCERT (1999) that the science syllabi and textbooks are

90% alike in India. Most of the states use the NCERT textbooks. Moreover, providing

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scope for the inculcation of requisite values in science is one of the major aims of

science education as suggested by the education commissions.

Keeping all the above points in view, the analysis of the NCFs and the

textbook analysis of science textbooks for the presence of value components becomes

an important task in the field of science education.

Research Questions

Thus the research questions guiding this study are:

1. What are the values advocated as curricular objectives in the NCFs?

2. What are the values that are manifested in the secondary school science

textbook?

3. Does the science textbook focuses equally on Epistemological, Social and

Personal values?

4. Is there a gap in the value focus as envisaged in the policy documents

(Education policy and NCF) and in the value focus as depicted in the science

textbook?

Method

Sample of Curricular Documents

Selection of the Curriculum Frameworks: All the Curriculum Frameworks

brought out by NCERT, since 1975 were considered for the study. The Frameworks

under consideration were The Curriculum for the Ten Year School- A Framework,

1975 (NCF, 1975), Curriculum for Elementary Education and Secondary Education: A

Framework, 1988 (NCF, 1988) and National Curricular Framework for School

Education: A Discussion Document, 2000 (NCF, 2000). As the study proceeded, a

new Curricular Framework called the National Curriculum Framework -2005 (NCF,

2005) was released. Though this Framework could not be considered for the study by

the researcher due to time constraint, a note on the same has been included.

Selection of the Textbook: The science textbook for Class IX (2003), prepared by

the NCERT was taken up for the study. Usually the NCERT textbooks are more

widely used and taken as standards in school education in India. The class IX

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textbook of NCERT was prepared and first published in February 2002 and reprinted

during January 2003. These are being presently used by the school students in central

government and other private schools. New science textbooks prepared on the basis

of the National Curriculum Framework -2005 have been recently released by the

NCERT. The schools under the purview of Central Board of Secondary Education

will adopt this textbook from the academic year 2007. These textbooks could not be

included in the current study, which was undertaken just prior to the new NCERT

initiatives.

Research Design

With an intention to analyse the curricular objectives of the secondary school

science for values, exhaustive analysis of the NCFs and the IX standard science

textbook was undertaken. The analysis belongs to a class of non-reactive research

technique called content analysis. This technique is useful for this study as it "can

reveal messages in a text that are difficult to see with casual observation" (Neuman,

1997, p. 274).

Through the content analysis of the science textbook, the values focused as

envisaged by the curriculum frameworks, has been explored. This was done using

the checklist prepared for textbook analysis after the analyzing the curriculum

frameworks. A reliability check on the content analysis was also taken up in the

analysis where two other researchers, analysed the science textbook for the presence

of value components using the checklist prepared for this. Experts were consulted in

the preparation of the list of values, in the construction of the tools for data collection

and for the operationalisation of the values. Data were then analysed using

frequencies and percentage given to each set of values (Epistemological, Socio­

cultural and Personal values) in three different branches of science (Physics,

Chemistry and Biology).

Tool Used for this Study

A checklist was developed by the researcher and used for the analysis of

ninth standard science textbook. The intended values that are to be reflected through

secondary school science education according to the NCFs (mainly NCF-2000) were

considered in the development of checklist for content analysis of the science

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textbook for class IX. The researcher taking into account the views of some

curriculum planners and subject experts validated this checklist. The details of the

checklist developed for textbook analysis is given below. The process of its

construction is given in Appendix 3.

Details of the checklist used for the textbook analysis: The purpose of developing a

checklist for the analysis of the value content of science textbook was to do reliable,

comprehensive and systematic analysis. For this, the researcher and two other

researchers of different background conducted preliminary analysis of the Ninth

standard NCERT science textbook. The ideas and suggestions of various authors

about locating the value contents, views of researchers from their reviewed works,

from the National Curricular Frameworks and from the theoretical framework of the

study, were used to develop a first version of the checklist presented in Appendix 3,

Table 3.2. Inter-ratter agreement was used in order to validate the checklist.

Eight main dimensions were found to be relevant for such an instrument cues

were taken from Leite (2002) who proposed similar eight dimensions to analyze the

historical contents of science textbooks. Thus the first version of the checklist (see

Appendix 3, table. 3.2) had a total of eight dimensions. The first four dimensions

focus on the value information included in the textbook. The fifth and sixth

dimensions deal with the role given to that information by the textbook. The seventh

dimension refers to the consistency of the book in terms of values in science. Finally,

the eighth dimension concentrates on the bibliography related to the values in

science. Some of these dimensions include a few sub-dimensions that in some cases

were still further specified. The sub-dimensions come from the literature and also

from our knowledge about how value content is dealt with in the science textbooks.

They are helpful not only to clarify the meaning of each main dimension but also to

offer guidelines for a comprehensive analysis, as they specify the concrete aspects

that should be paid attention to.

After consultation with some experts and other researchers, the researcher

decided upon the five dimensions and sub-dimensions for the final checklist (Given

in Appendix 3, Table 3.3) to be used in the textbook analysis for value contents. The

first three of which focused on the value information included in the textbook. The

fourth dimension refers to the consistency of the book in terms of values in science.

Finally, the fifth dimension concentrates on the bibliography related to the values in

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science. This version of the checklist had only five dimensions, as many changes had

to be made on the previous version of the checklist. The five dimensions considered

were:

1. Type and organisation of the value information in the content of the text

2. Materials used to present the value information (sources of value

information other than the content of the text)

3. Contexts to which the value information is related

4. Internal consistency of the book (with respect to the value information)

5. Bibliography on the values in science

Each of these had many sub-dimensions and each chapter of the textbook was

analysed on the basis of each sub-dimension. This final form of the checklist (see

Appendix 3, Table 3.3) for science textbook analysis for the presence of values was

used for the current study with further modifications, after consultation with the

experts.

Procedure of the Study

Procedure for the Analysis of the NCFs: With an intention to analyse the

curricular objectives for values in science education and also for the purpose of

developing the checklist for the textbook analysis, the above-mentioned frameworks

and the NCF (2000), were examined thoroughly. The researcher read through the

NCFs and carefully listed all possible values explicitly stated in the documents as

explicit values (See Appendix lA). Implicit values were also inferred from reading of

the documents by identifying and coding of text features, which act as value signals.

The assumption here is that a particular value may be portrayed by one or more of

the value signals. On the other hand, a value signal may communicate more than one

value. Another assumption made was that the strengths of the messages portrayed

by the value signals are mutually similar. Thus, the effect of each value signal is not

weighted. The extensive range of value signals representing particular values may,

however, neutralize any effect (if any) somewhat arising from this assumption.

Such a method is to some extent subjective, and has risks of being culturally

biased. In order to overcome such limitations, as a means of triangulation, a

colleague from a different background, not involved in the study read through the

documents, and independently listed all occurring values according to his/her

interpretation. The use of multiple opinions reflects an agreement with Denzin (1978)

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who advocates a triangulation as a method of cross-verifying the perspective of the

researcher.

On comparing the two lists, it was reassuring to find that they matched well,

except that the second colleague's list was somewhat shorter. From the review the

literature, a comprehensive list of values containing all possible epistemological,

socio-cultural and personal values possibly present in science and science education

was also prepared. A final list of values (See Appendix lC) was constructed

considering all the previously prepared lists and after consulting experts. This final

list was used later for the science textbook analysis. [NOTE: The same list was also

used further in the following studies (Study 2 and Study 3) for the preparation of the

teacher interview schedule, classroom observation schedule and student

questionnaire]. Each of these values categorized under three categories as

epistemological, social and personal values were operationally defined and

presented in Appendix 2.

Procedure for the analysis science textbook: Content analysis of the Ninth

standard science textbook was undertaken in order to determine to what extent it

focuses on inculcating values to the students, implicitly and/ or explicitly. To

facilitate the content analysis of the IX standard science textbook with respect to

value emphasis, a checklist prepared by the researcher was used.

The researcher looked for the values in the science textbook chapter-wise

according to the final list of values, addressed either explicitly or implicitly. Explicit

values are those directly referred to in the content (e. g., in chapter 1, page 4,

chemistry section, the value rationality is mentioned as, 'the progress of science

would be rather slow in the absence of a rational measurement'). Implicit values are

those, which are inferred from the textual content that offered implicit meanings of

values and acted as value signals (e.g., in chapter 2, page 24, chemistry section, the

value analytical ability can be inferred from the sentence, 'let us take an example to

calculate the percentage composition of the constituent elements from the formula of

formaldehyde'). Chapter-wise content analysis for each branch of science (Physics,

Chemistry and Biology) was carried out using the checklist, in order to find out the

presence of value components and amount of value emphasis for each of the three

categories of values (epistemological, social and personal).

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The textbook contained a total of 23 chapters. This divided into three sections

with 6 chapters of physics, 6 of chemistry and 11 of biology. Without the luxury of

time, the content, pictures, tables, summaries and exercise of each chapter were not

considered separately. They were grouped together as text of each chapter. The

researcher located all possible values (both explicit and implicit in the textbooks)

chapter-wise, present in the ninth standard NCERT textbook, under each category of

values. These included both values recommended by NCFs and those, which did not

appear in the NCF. The occurrence of explicit values and implicit values were tallied.

The researcher attempted to achieve reliability through the method of triangulation.

The same textbook was given to two other researchers not involved in the study, to

locate such values chapter-wise, after explaining the method to locate the same. They

were also provided with the list of values prepared by the researcher. The number of

times a particular value occurred in each chapter (whether explicitly mentioned or

implicitly inferred) was tallied. The data thereby obtained was tabulated in the form

of frequencies of occurrence of each value.

Procedure for the Content Analysis of the Textbook

Chapter-wise content analysis for each branch of science (Physics, Chemistry

and Biology) was carried out using the checklist, in order to find out the presence of

value components and amount of value emphasis for each of the three categories of

values (epistemological, social and personal). The frequencies of various values

emphasized were tabulated chapter-wise for each branch of science (i.e., Physics,

Chemistry and Biology) separately for the textbook. The frequencies represent the

number of times a particular value (categorised as Epistemological, Personal and

Socio-cultural Values) was emphasized in each branch of science. Chapter-wise total

frequency and percentage frequency of the values emphasized was calculated in

order to find out the category of value most emphasized in each chapter. As

mentioned earlier, method of triangulation was used. The same textbook was given

to two other researchers (not involved in the current study) to look for values

chapter-wise. The data thereby found was tabulated in the form of frequencies of

occurrence of each value. These frequencies were then analysed using Spearman's

Rank Correlation Coefficient in order to find out the consistency among three

researchers' observations for the presence of values in the textbook.

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Later, chapter-wise consistency among three researchers (the researcher and

two other researchers) was checked using Kendall's W (Coefficient of Concordance,

W) for further confirmation. Though the textbooks analysis was conducted according

to the checklist prepared by the researcher, only the chapter-wise analysis is

presented and used for the analysis, as only the macro-analysis of the textbook is

required for the present study. Therefore the values present in the text, activities,

exercises, questions, tables etc were all combined and presented as a whole in the

form of chapter-wise analysis.

[NOTE: For further studies (Studies 2 & 3), the above-mentioned content

analysis, coupled with the insights gained on the same after discussing with some

science teachers and curriculum planners formed the basis of the interview schedule,

for the teachers, observation schedule and in the questionnaires for the students].

ANALYSIS OF THE NCFs

Findings from the Analysis of the NCFs

Overview of the NCFs: The general framework of goals, policies and

progammes in the field of education are derived from the national goals and

principles laid down by the constitution. On this basis National Policy on Education

(NPE, henceforth) was presented for the first time in 1968 in the independent India.

NPE (1968) was formulated considering the report of Education Commission (1966).

The Resolution on the NPE (1968), expressing its resolve to promote the development

of education in the country, laid down the following: "the educational system must

produce young men and women of character and ability committed to the national

service and development. Only then will education be able to play its vital role in

promoting national progress, creating a sense of common citizenship and culture,

and strengthening national integration". The implementation of the NPE (1968), led

to the establishment of a common structure of school education throughout the

country that provided a new structure for ten years of undifferentiated general

education (five years of primary, three years of upper primary, and two years of

secondary education). NPE (1968) was the guideline on the basis of which a national

curriculum framework was formulated in the year 1975. It was called The Curriculum

for the Ten Year School -A Framework, 1975 (NCF, 1975). NCF (1975) articulated the

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general objectives of the curriculum as: "the awakening of social consciousness, the

development of democratic values and of a feeling for social justice and national

integration are extremely important ... National integration can be achieved only

through a proper understanding and appreciation of the different sub-cultures of

India and the common bonds that hold them together. Discrimination of any kind

based on sex, caste, religion, language or region is to be looked at with aversion

because it is irrational, unnatural and harmful to the growth of modern India. All

subjects should be taught in such a manner as to foster the spirit of scientific

humanism". The courses and textbooks designed as a follow-up of NCF (1975)

sought to reflect these objectives. It provided an impetus to the teaching of

environmental studies, science and mathematics as part of the general education

curriculum from the primary level. The re-orientation of science teaching first

initiated through the introduction of the new curriculum and the development of the

activity based instructional materials, gradually developed into a national movement

for popularizing science among school children.

Second major paradigm shift took place in the field of education in India with

the adoption of the National Policy on Education, 1986 by the Parliament. It envisaged

the building of a National System of Education on the basis of a common structure.

The formulations of the NPE-1986 on "core curriculum" and other aspects may be

said to have provided the basic principles for the value orientation of school

curriculum. It was further elaborated in the National Curriculum for Elementary

Education and Secondary Education: A Framework (NCF, 1988), 1988 brought out by the

National Council of Educational Research and Training (NCERT) as a part of the

implementation of the NPE (1986).

More importantly, it identified the components of the 'common core

curriculum', which provide a basic value framework and orientation of school

curriculum in India, to include: a) history of India's freedom movement, the

constitutional obligations and other content essential to nurture national identity and

b) to promote values such as India's common cultural heritage, egalitarianism,

democracy and secularism, equality of sexes, protection of the environment, removal

of social barriers, observance of small family norms, and inculcation of scientific

temper through all school subjects. It also stressed on value education based on 'our

heritage, national and universal goals and perceptions', fostering of 'universal and

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eternal values, oriented towards the unity and integration of the people', and on the

'combative role' of education in eliminating 'obscurantism, religious fanaticism,

violence, superstition and fatalism'.

More specifically, NCF (1988) dealt with various curricular and pedagogical

issues and concerns such as preservation of the cultural heritage, constitutional

obligations, strengthening of national identity and unity, character building and

inculcation of values, protection of the environment and conservation of natural

resources, education for all-round development, inculcation of scientific temper, etc.

in its chapter on Emerging Concerns and Imperatives (Chapter 1). In the chapter on

Organization of the School Curriculum (Chapter 2), it discussed the various means of

for the introduction of the "Core Curriculum" at levels of school education, and their

integration in various regular subject areas included in the scheme of studies

proposed for various stages of school education. It also dealt with the question of

adopting appropriate strategies for providing learning experiences and organizing

teacher-pupil activities, which are crucial for effective use of curricular content and

achievement of curricular objectives. The process of implementation of the NCF

(1988) was supported by the Guidelines and Syllabi, which NCERT brought out in

1988 on various subjects. It was initiated in all the states of the country, with the

development of new courses of study and preparation of new textbooks.

The NPE-1986 categorically stated, "the implementation of various

parameters of the New Policy must be reviewed every five years to ascertain the

progress of the implementation and the trends emerging from time to time. The

Ninth Five Year Plan (1997-2002) document also expressed the concern for the review

and updating of curricula to be taken up by NCERT. Thus the National Curricular

Framework for School Education (NCF, 2008) was developed in the year 2000 as per the

guidelines of the National Policy on Education 1986 and Programme of Action, 1992 . . NCF (2000), since its discussion document came to light, had been a

controversial document. Until NCF (2005) was brought in the public domain, it

continued to receive flak from various quarters of academicians. The debate

centered largely around the 11hidden political agenda 11 of the curriculum, such as

those relating to the teaching of history, Sanskrit, and teaching certain religious

aspects, etc. The recommendations of NCF (2000) had, primarily, been construed as

'saffron agenda of education'.

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NCF (2000) stated primary focus of the school is as follows. "Schools can and

must strive to restore and sustain the universal and eternal values oriented towards

the unity and integration of the people, their moral and spiritual growth enabling

them to realise the treasure within ... Value-based education would help the nation

fight against all kinds of fanaticism, ill will, violence, fatalism, dishonesty, avarice,

corruption, exploitation and drug abuse." Such aim of the schooling is no different

from that of prior policy documents.

It also suggested the 'inclusion of specific content to forge national identity, a

profound sense of patriotism and nationalism tempered with the spirit of Vasudhaiva

Kutumbakam, non-sectarian attitudes, capacity for tolerating differences arising out of

caste, religion, ideology, region, language, sex, etc.' Like prior NCFs, NCF (2000)

expounded the objectives of various subjects. It specifically cites the responsibility of

all the subjects in value development. Moreover, it tries to link education with life­

skills. It says, 'it is through these skills that students can fight the challenges of drug

addiction, violence, teenage pregnancy, AIDS and many other health related

problems.' Besides, curriculum in schools has to develop the key qualities like

regularity and punctuality, cleanliness, self-control, industriousness, sense of duty,

desire to serve, responsibility, enterprise, creativity, sensitivity to greater equality,

fraternity democratic attitude and sense of obligation to environmental protection

(NCF, 2000).

NCF (2000) propounded the concept of 'common core component'. It aims at

strengthening the 'common Indian identity' through the emphasis on instilling a

nationally shared perception and values. It details how 'common core component'

can be attained at all the stages of education.

'At the primary stage, core components and values could be integrated with

the language, environmental studies and even mathematics to make them a medium

to develop appreciation of culture and perception of the individual, social and

national identity through activities, songs, stories, plays, skits, reading materials etc .

. . . . . . . .Similarly, at the secondary stage many core areas may be integrated with civics,

economics, history and geography. In some cases, even separate units may be

developed around these areas.'

Though NCF (2000) stated that 'besides, personality development, value

education, health and physical education, art education and work experience, should

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be given appropriate importance in the school curriculum', it does not go very far

from what NCF (1988) and NCF (1975) had proposed with regard to Work

Education, Health and Physical Education. Language education has the greater

potential as a means to develop, progressively through various stages, attitudes and

values related to all the core components by incorporating appropriate themes and

adopting suitable teaching learning strategies.

Science and Technology is expected to help the children to question the

existing beliefs, prejudices and practices prevailing in society and act as a liberating

force. 'Ability to understand values that underlie science' is one of the seven

dimensions, which form the purpose of science teaching in general education (Class I

to Class X). 'Science learning at this stage should promote in children attitude and

values like objectivity, open mindedness, perseverance, precision and concern for

maintenance and improvement of environment ....... .Science by its nature should provide

sufficient scope for directly contributing to important core components and related

values like equality of sex, protection of environment, observance of small family norms and

inculcation of scientific temper ...... .. Science teaching in this country has to nurture

among the learners some wholesome attitudes and values like the courage to

question and scrutinise our age old institutions and systems related to our culture,

religions dogma and ritual. It will have to liberate the young generation from

ignorance, prejudice and superstition (NCF, 2000).'

NCF (2000) raised a very important question with regard to science teaching.

It asked, 'Could the content and processes of classroom instruction in science

transcend the drab act of passing information and become an effective tool of

ensuring internal transformation of the learners by sowing in them the seeds of the

essential values like respect for dissention, humility, honesty, truthfulness and

perseverance?'

Values are not just abstractions, or/and ideas, which people have about what is

important in life, but values also have another dimension- an emotional one. They

are powerful emotional commitments. Hence, a careful planning on part of the

teacher is required while dealing with values for both the emotional and intellectual

growth of students.

After the development of the NCF (2000), NCERT revised the textbooks of all

school subjects and of all classes. It has been said that every care was taken to include

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the value components and related issues in all the topics of the textbooks.

Accordingly, every textbook, presented a picture of the "Gandhiji's Talisman" in the

beginning and a list of values that are being incorporated within the textbook, at the

end, before the cover page. Accordingly, the last page of the IX standard science

textbook discusses the values related to science, which NCERT prescribes and about

which a claim has been made of being incorporated in the same is presented below:

Excerpt 4.1 (from Standard nine NCERT science textbook) Science Related Values

Curiosity, ·quest for knowledge, objectivity, honesty and truthfulness, courage to

question, systematic reasoning, acceptance after proof/verification, open

mindedness, search for perfection and teak spirit are some of the values related to

science. The processes of science, which help in searching the truth about nature

and its phenomena, are characterized by these values. Science aims at explaining

things and events. Therefore, to learn and practice science,

• Be inquisitive about things and events around you.

• Have courage to question beliefs and practices.

• Ask 'what', 'how' and 'why' and find your answers by critically observing,

experimenting, consulting, discussing and reasoning.

• Record honestly your observations and experimental results in your laboratory

or outside it.

• Repeat experiments carefully and systematically if required, but do not

manipulate your results under any circumstance.

• Be guided by facts, reasons and logic. Do not be biased in one-way or the other.

• Aspire to make new discoveries and inventions by sustained and dedicated

work.

(NCERT, 2002).

National Curriculum Framework (2005): NCF (2005) was brought out after

United Progressive Alliance2 (UPA) government carne to power in 2004. It was an

attempt to so-called 'desaffronisation of education'. With regard to science education

it comments that 'good science education is true to the child, true to life and true to

2 In May 2004 the United Progressive Alliance formed the Government in New Delhi, India. It is composed of Congress, all its allies in the government as well as the Left parties and the Bahujan Samaj Party (BSP).

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science. This simple observation leads to the following basic criteria of validity of a

science curriculum:

1. Cognitive validity requires that the content, process, language and pedagogical

practices of the curriculum are age appropriate, and within the cognitive reach of the

child.

2. Content validity requires that the curriculum must convey significant and correct

scientific information. Simplification of content, which is necessary for adapting the

curriculum to the cognitive level of the learner, must not be so trivialised as to

convey something basically flawed and/ or meaningless.

3. Process validity requires that the curriculum should engage the learner in

acquiring the methods and processes that lead to the generation and validation of

scientific knowledge and nurture the natural curiosity and creativity of the child in

science.

4. Process validity is an important criterion since it helps the student in 'learning to

learn' science.

5. Historical validity requires that the science curriculum be informed by a

historical perspective, enabling the learner to appreciate how the concepts of science

evolve over time. It also helps the learner to view science as a social enterprise and

to understand how social factors influence the development of science;

6. Environmental validity requires that science be placed in the wider context of the

learner's environment, local and global, enabling him/her to appreciate the issues at

the interface of science, technology and society, and equipping him/her with the

requisite knowledge and skills to enter the world of work.

7. Ethical validity requires that the curriculum promote the values of honesty,

objectivity, cooperation, and freedom from fear and prejudice, and inculcate in the

learner a concern for life and preservation of the environment.'

Environmental validity and ethical validity sets the stage for the inclusion of

values in science education. More specifically, NCF (2005) points out towards three

issues. These, particularly, reinforce the role of values in science education. These are

as follows:

'First, science education is still far from achieving the goal of equity

enshrined in our constitution. Second, science education in India, even at its

91

best, develops competence but does not encourage inventiveness and

creativity.'

Further it suggests that 'we must use science curriculum as an instrument of social

change to reduce the divide related to economic class, gender, caste, religion and

region. We must use textbook as one of the primary instruments for equity.'

NCF (2005) was made public when the present study was about to be

completed. Therefore a bird' s eye view has been given to this NCF and has not been

used for checklist development for textbook analysis. Moreover, science textbook has

not been developed based on NCF (2005). Hence, currently taught science textbook

has been used for textbook analysis.

Discussion and Conclusions (Analysis of NCFs)

An analysis of the NCFs shows that each of them stresses on a meaningful

school curriculum, which is responsive to the socio-cultural context of the country.

The NPE (1968, 1986, 1992) and all the Curricular Frameworks stress on the fact that

science is not value neutral. Values had been perceived as a nuisance because they

prevent inquiry, i.e. values were considered biases that kept people from being open­

minded. Observing, communicating, comparing, organizing, relating, inferring, and

applying are some of the skills meant to be value-free and these were stressed upon.

But now, there is a worldwide drive against neutering science to just facts and

numerical results. Value-laden science is emphasized after realizing the importance

of incorporating values and inculcating the same through science education.

According to NPE and the Curriculum Frameworks, 'The goal of science education is

not only to produce scientists, but also to prepare well rounded, clear thinking,

scientifically literate citizens. Helping young people acquire the knowledge, skills

and values they will need as productive adults in an increasingly technological

society is the major purpose for science instruction'.

The explicit teaching of values in science is considered to be rare. But the

Curricular Frameworks point out that the values can be focused upon in science and

through science education both explicitly and implicitly by the science teachers and

through science textbooks. The analysis of the Curricular Frameworks indicates

recommendation of the following values to be inculcated through science education

at the secondary level of schooling. A preliminary interview was also conducted on

92

this issue with some of the experts involved in Secondary School Science textbook

development and science teachers to confirm the same. The list of values arrived at

after conducting this process is as follows:

Objectivity, Accuracy, Precision, Pursuit of truth, Problem solving, Regard for human significance, Protect human life: safety and risks, Intellectual honesty, Academic honesty, Courage, Humility, Decision-making, Willingness to suspend judgment, Scientific inquiry, Being fair and just, Questioning of all things, Demand for verification, Respect for logic, Integrity, Diligence, Persistence, Curiosity, Open­mindedness, Critical evaluation of alternatives, Imagination

These values have been categorized in terms of Epistemological, Personal and Socio­

cultural values the details of which are given in Appendix lC.

Finally, after analyzing the curricular frameworks and from the literature

review, a comprehensive list values in science education prepared by the researcher

was found to include,

i. Epistemological Values:

Accuracy/ Precision/ Search For Perfection, Analyticality /Discrimination, Critical

Evaluation Of Alternatives/ Criticality, Care/Cautiousness, Decisiveness /Decision-Making,

Demand For Verification/ Acceptance Of Proof, Effectiveness/Efficiency /Speed, Generative

Thinking I Critical/ Creative, Logicality /Respect For Logic/Systematic Reasoning,

Objectivity, Problem Solving/Desire To Seek Solutions, Quest For Knowledge, Scientific

Temper, Spirit Of Inquiry/ Scientific Inquiry / Questioning.

ii. Socio-Cultural Values:

Aesthetic sensibility, Co-operation, Equality, Honesty and truthfulness, Protection of the

environment, Protection of Human life (safety and risks)/ Regard for human significance,

Team spirit

iii. Personal Values:

Appreciation, Confidence, Courage, Creativity, Curiosity, Diligence, Open-mindedness,

Perseverance/Patience/Persistence, Responsibility

All these values obtained from the analysis of the NCFs have been

operationally defined and presented in Appendix 2. This final list of values has also

been used for science textbook analysis that follows.

93

SCIENCE TEXTBOOK ANALYSIS

Findings from the Analysis of the Textbook

The findings of the textbook analysis are organized under the following

sections:

Section A: Value representation in the chemistry part of the science textbook.

Section B: Value representation in the physics part of the science textbook.

Section C: Value representation in the biology part of the science textbook.

1884 value signals were identified from the 256 pages and 23 chapters

analyzed in the IX standard NCERT science textbook, 493 of which featured within

the chemistry part, 607 of which featured within the physics part and 784 of which

featured within the biology part of the textbook. These value signals for each value

and for each chapter for chemistry, physics and biology have been presented

chapter-wise, separately.

Some of the examples of value signals identified from the ninth standard

science textbook by the researcher as given below:

Implicit Values:

Values Type Chap Para. Examples No/Page No.

No. Analytical E 1/1 1 When giving examples of different types of cars, the Ability students are made to analyse (implicit in the sentence)

the differences among various models of cars in stating, 'All the components may not have same sizes and shapes and for each one of these, there are several sources. However, when these components are assembled, these fit together well and cars are produced in millions'.

Care I EandS 1/1 2 'It is very important that we are able to measure accurately Cautiousness the quantity of this harmful substance otherwise it may And Regard for seriously affect the health of a large section of population'. Human Significance Generative E 1/1 3 'Therefore, we see that we require very reliable accurate Thinking measurements for progress in science and technology, for

fabrication of machines and instruments, for protecting our environment and to meet our day-to-day requirements'.

Appreciation p 1/2 1 'In India, excellent examples of measurement practices in different historic periods are available'.

Note: E: Epistemological, P: Personal, S: SociO-cultural

97

Explicit Values:

Values Type Chap Para. Examples No/Page No.

No. Accuracy E 1/1 1 In an example about when a sick person needs

medical attention and body temperature, the value accuracy is explicitly mentioned in stating, 'These are to be measured accurately otherwise the patient will not ~et well or may even loose his life'.

Protection of the s 1/1 2 'All of us are deeply concerned about pollution in air environment and water'. Responsibility p 1/6 3 'It is the responsibility of National Physical Laboratory,

New Delhi to calibrate the measurement standards of all these laboratories at different levels'.

Precision E 1/6 4 'On the other extreme, there are small fractions of units, which are also to be definedpreciselt/.

Note: E: Epistemological, P: Personal, S: SociO-cultural

Only some examples of value signals are given in the table to give an idea as

to how values were identified in the textbook. All the values mentioned in the tables

above have been taken from the Chapter 1 of the science textbook. It is not possible

to incorporate in the thesis how all the 1884 values signals were identified. Hence,

only few examples are mentioned here to provide guidelines as to how the implicit

and explicit values were identified from the chapters. Some examples of each of the

three sets of values i.e., Epistemological, Socio-cultural and Personal Values are

mentioned above.

During textbook analysis, it was observed that each page in the textbook has

many implicit as well as explicit value signals. Moreover, some sentences indicated

multiple value signals. For example, the sentence, 'Therefore, we see that we require very

reliable accurate measurements for progress in science and technology, for fabrication of

machines and instruments, for protecting our environment and to meet our day-to-day

requirements', in page 1, paragraph 2, focuses on value Generative Thinking, implicitly

and value Accuracy, explicitly. It is left to the teachers and students if they are able to

locate, focus upon and imbibe such values.

98

Section A

Value representation in the chemistry part of the science textbook: The data on the

values present in chemistry is given in Table 4.1

It is evident from the table that epistemological values occupy a predominant

place in chemistry. The frequency of the occurrence of epistemological values is seen

to be more frequent in all the chapters under chemistry section of the textbook.

The values, which were found to have maximum frequencies, were

Analyticality, Systematic reasoning, Scientific Temper, Generative thinking, Accuracy and

Spirit of Inquiry. The values specific to each chapter of chemistry have been

presented in Appendix 4A. The chapter wise list of values for chemistry indicates

that value that is focused upon to the maximum extent in chemistry in all the

chapters is Analytical Ability, which is an epistemological value. This is followed by

Logicality, Scientific temper, Generative thinking, Accuracy Spirit of inquiry, Quest for

knowledge, Criticality, Objectivity, Problem Solving, Demand for verification and

Cautiousness. Among the Personal values, Curiosity is found to be represented

maximum number of times and Regard for Human significance among the socio­

cultural values. However their representation is found to be lesser when compared to

epistemological values.

The three raters were found to be in full agreement in locating some of the

values like Systematicity, Uniformity and Clarity of concepts in chemistry that are not

found in the final list of values prepared by the researcher after analyzing the NCFs

and review of related literature. The researcher also found that some of the values

like Accuracy, Problem Solving, Questioning, Honesty, Decision making, Responsibility,

Analyticality, Care, Efficiency, Diligence, Verification of proof, Regard for Human life,

Protection of Environment, Patience, Critical evaluation of alternatives and Critical thinking

to be explicitly and specifically mentioned in the Chemistry portion of the ninth

standard Science textbook.

99

Table 4.1: Values Distribution across Chapters: Chemistry

Values Category Chl Ch2 Ch3 Ch4 Ch5 Ch6 Aggregate Analyticality /Discrimination E 7 17 26 11 8 13 82 Logicality I Respect for logic / Systematic E reasoning 8 16 7 7 6 11 55 Scientific Temper E 9 16 7 3 3 4 42 Generative thinking /Critical/ Creative E 3 13 11 2 2 4 35 Accuracy/ Precision/ Search for E perfection 18 5 2 2 1 4 32 Spirit of Inquiry I Scientific inquiry E /questioning 8 8 9 2 1 4 32 Quest/ search for knowledge E 4 9 7 3 3 2 28 Critical Evaluation of alternatives / E Criticality 9 6 3 3 2 4 27 Objectivity E 8 6 6 3 1 1 25 Problem solving/ Desire to seek E

solutions 7 7 7 1 1 2 25 Demand for verification / Acceptance of E proof 3 8 6 1 1 4 23 Curiosity p 3 6 1 0 1 1 12 Other values if any p 0 5 1 2 0 2 10 Regard for human significance / s Protection of Human life 2 2 4 2 0 0 10 Care/ Cautiousness E 2 2 4 0 1 0 9 Appreciation p 2 1 3 2 0 0 8 Effectiveness/Efficiency /Speed E 1 2 1 2 0 1 7 Perseverance/Patience/ Persistence p 1 1 3 1 0 1 7 Protection of the environment s 1 1 2 1 0 0 5 Responsibility s 2 1 2 0 0 0 5 Decisiveness I Decision-making E 1 1 2 0 0 0 4 Honesty and truthfulness p 1 0 1 1 0 0 3 Courage p 0 0 2 0 0 0 2 Diligence p 0 0 1 1 0 0 2 Open-mindedness p 0 1 0 0 0 1 2 Team spirit s 0 0 1 0 0 0 1 Aesthetic sensibility s 0 0 0 0 0 0 0 Confidence p 0 0 0 0 0 0 0 Co-operation s 0 0 0 0 0 0 0 Creativity p 0 0 0 0 0 0 0 Equality s 0 0 0 0 0 0 0 Note: E Epistemological values, P Personal Values, S Socio-cultural values.

These numbers in the table represent frequency of occurrences of the values

concerned

100

Section B

Value representation in the physics part of the science textbook: The data on the

values present in physics is given in Table 4.2

It is evident from the table that epistemological values occupy a predominant

place even in physics. The frequency of the occurrence of epistemological values is

seen to be more frequent in all the chapters under physics section of the textbook.

In physics values which were found occurring most frequently were

Accuracy, Systematic reasoning, Scientific Temper, Generative thinking, Problem solving,

Objectivity, Demand for verification, Analyticality, Scientific inquiry (Refer Table 4.2).

The values specific to various chapters in physics have been presented in

Appendix 4B. The chapter wise list of values for physics indicates that value that is

focused upon to the maximum extent in physics in all the chapters is Accuracy, which

is an epistemological value. This is followed by Logicality, Scientific temper, Generative

thinking, Problem Solving, Objectivity, Demand for verification, Analytical ability, Spirit of

inquiry, Criticality, Quest for knowledge Cautiousness and Efficiency. As in the case of

chemistry, in physics too, Curiosity is found to be represented maximum number of

times among the Personal values and Regard for Human significance among the socio­

cultural values. However their representation is found to be lesser when compared to

epistemological values.

The three raters were found to be in full agreement in locating some of the

values like Systematicity and Practicality in physics that are not found in the final list

of values prepared by the researcher after analyzing the NCFs and review of related

literature. The researcher also found that some of the values like Accuracy/Precision,

Problem Solving Decision making, Appreciation, Curiosity, Care, Quest for knowledge,

Verification of proof, Regard for Human life, Patience to be explicitly and specifically

mentioned in the physics portion of the ninth standard Science textbook.

101

Table 4.2: Values Distribution across Chapters: Physics

Values Categories Ch7 CbS Ch9 ChlO Chll Ch12 Aggregah Accuracy/ Precision/ Search for perfection E 18 13 11 11 15 16 84

Logicality/ Respect for logic / Systematic E 13 15 13 7 11 5 64 reasoning Scientific Temper E 6 18 8 7 10 10 59

Generative thinking /Critical/ Creative E 7 16 4 7 9 9 52

Problem solving I Desire to seek solutions E 13 10 9 6 8 3 49

Objectivity E 8 15 4 4 6 5 42

Demand for verification I Acceptance of proof E 9 11 7 1 6 3 37

Analyticality /Discrimination E 6 9 1 3 7 7 33

Spirit of Inquiry/ Scientific inquiry /questioning E 5 9 6 3 2 7 32

Critical Evaluation of alternatives I Criticality E 7 4 3 3 4 4 25

Quest/ search for knowledge E 4 5 3 3 5 5 25

Regard for human significance j Protection of s 1 5 1 2 2 6 17 Human life (safety and risks) Care/ Cautiousness E 2 3 4 1 3 3 16

Curiosity p 2 3 3 1 1 3 13

Appreciation p 1 2 3 0 1 1 8

Creativity p 1 1 2 2 0 2 8

Effectiveness/Efficiency /Speed E 1 3 1 1 1 1 8

Perseverance/ Patience/ Persistence p 3 0 1 0 4 0 8

Protection of the environment s 1 1 3 2 0 1 8

Other values if any p 2 0 1 0 2 0 5

Decisiveness j Decision-making E 1 1 1 0 0 1 4

Diligence p 0 0 1 0 3 0 4

Co-operation s 0 0 0 1 0 0 1

Courage p 0 1 0 0 0 0 1

Honesty and truthfulness p 0 0 0 1 0 0 1

Open-mindedness p 0 1 0 0 0 0 1

Responsibility s 0 0 1 0 0 0 1

Team spirit s 0 0 0 1 0 0 1

Aesthetic sensibility s 0 0 0 0 0 0 0

Confidence p 0 0 0 0 0 0 0

Equality s 0 0 0 0 0 0 0

Note: E Epistemological values, P Personal Values, S Socio-cultural values. These numbers in the table represent frequency of occurrences of the values concerned

102

Section C

Value representation in the biology part of the science textbook: The data on the

values present in biology is given below in Table 4.3

It is evident from the table that both epistemological values and socio-cultural

values occupy a predominant place even in biology. The frequency of the occurrence

of epistemologi<;:al values is seen to be more frequent in all the chapters under

biology section of the textbook.

With regard to biology, though epistemological values like Analyticality,

Problem solving, Generative thinking, Cautiousness, Scientific Temper, Quest, Critical

Evaluation of alternatives, Systematic reasoning and Accuracy were seen to be

predominant, more importantly Socio-cultural values are also seen to be portrayed

clearly to the same extent through biology textbook. Unlike in physics and chemistry,

the socio-cultural values those were mainly focused upon in biology as clearly

evident from the Table 4.3 presented below are Regard for human significance,

Responsibility, Protection of the environment etc.

The values specific to various chapters in biology have been presented in

Appendix 4C. The chapter wise list of values for biology indicates that value that is

focused upon to the maximum extent in biology in all the chapters is Analytical

ability/Discrimination, which is an epistemological value. This is followed by Problem

Solving, Generative thinking, Cautiousness, Scientific temper, Quest for knowledge,

Criticality, Logicality, Accuracy, and Demand for verification. As in the case of chemistry

and physics, Regard for Human significance among the Socio-cultural values is found

to be represented maximum number of times.

103

Table 4.3: Values Distribution across Chapters: Biology

Catego Ch CH Ch Ch Ch Ch Ch Ch Ch Ch Ch Values ries 13 14 15 16 17 18 19 20 21 22 23 Aggregate

Analyticality /Discrimination E 13 12 8 8 9 4 7 4 2 8 8 83 Problem solving j Desire to seek E 1 1 2 5 13 5 8 11 3 7 6 62

solutions

Generative thinking /Critical/ Creative E 2 6 0 10 6 4 10 6 4 5 5 58

Regard for human significance / s 1 1 2 16 13 6 4 5 2 0 4 54 Protection of Human life

Care/ Cautiousness E 1 0 0 12 11 2 1 10 4 7 4 52

Scientific Temper E 4 1 1 6 5 3 12 4 4 5 5 50

Quest j search for knowledge E 3 0 15 3 4 3 6 4 2 4 5 49

Critical Evaluation of alternatives j E 6 4 2 5 7 3 6 3 2 2 6 46 Criticality

Logicality/ Respect for logic / E 3 3 3 2 9 2 8 5 5 1 5 46 S_ystematic reasoning Accuracy I Precision/ Search for E 2 4 5 8 1 2 6 9 3 2 1 43 perfection

Responsibility s 0 2 0 7 12 4 0 7 3 2 5 42 Protection of the environment s 1 1 2 4 0 10 3 6 3 6 5 41 Spirit of Inquiry I Scientific inquiry E 1 1 2 1 4 3 9 4 1 1 2 29 I questioning Demand for verification j Acceptance E 2 0 0 8 3 1 6 1 0 0 1 22 of proof

Effectiveness/ Efficiency/ Speed E 0 1 1 3 2 1 1 6 1 0 2 18

Appreciation p 0 0 2 0 2 2 2 0 3 2 1 14

Creativity p 1 1 2 0 1 2 3 0 0 0 3 13

Other values if any p 0 1 0 4 0 1 2 0 1 1 1 11

Curiosity p 2 0 1 0 0 0 2 1 3 0 0 9

Diligence p 1 0 1 2 2 0 1 2 0 0 0 9

Objectivity E 1 0 1 3 0 0 1 2 0 0 1 9

Perseverance/Patience/Persistence p 0 0 1 1 1 0 0 3 1 2 0 9

Aesthetic sensibility s 0 0 1 0 0 0 0 1 0 0 2 4

Decisiveness /Decision-making E 0 0 0 1 0 0 2 1 0 0 0 4

Co-operation s 0 0 1 0 0 0 0 0 0 0 2 3

Open-mindedness p 0 0 0 1 1 0 0 0 0 1 0 3

Equality s 1 0 0 0 0 0 0 0 0 0 0 1

Confidence p 0 0 0 0 0 0 0 0 0 0 0 0

Courage p 0 0 0 0 0 0 0 0 0 0 0 0

Honesty and truthfulness p 0 0 0 0 0 0 0 0 0 0 0 0

Team spirit s 0 0 0 0 0 0 0 0 0 0 0 0 Note: E Eptstemologtcal values, P Personal Values, S Socw-cultural values.

These numbers in the table represent frequency of occurrences of the values

concerned

104

But in the case of personal values, unlike physics and chemistry, Appreciation

and Creativity is found to be represented maximum number of times. The

representation of socio-cultural values like Regard for Human Significance,

Responsibility and Protection of the Environment, in biology is almost same as that of

epistemological values, whereas in physics and chemistry the representation of this

category of values was found to be negligible.

The three raters were found to be in full agreement in locating some of the

values like Systematicity in biology that is not found in the final list of values

prepared by the researcher after analyzing the NCFs and review of related literature.

The researcher also found that some of the values like Accuracy/Precision,

Appreciation, Curiosity, Care, Regard for Human life, Protection of the Environment,

Diligence, Critical evaluation of alternatives, Reasoning and Patience to be explicitly and

specifically mentioned in the Biology part of the ninth standard Science textbook.

Inter-rater Consistency in Textbook Analysis

Chapter-wise consistency among three raters was seen using Kendall's W

(Coefficient of Concordance). Kendall's W, when applied to find the level of

agreement between the three raters who had analysed the ninth standard textbook

for the presence of values, it was found that (See Table 4.4) in chemistry Kendall's W

was 0. 90 and above, for all the chapters. This shows that the inter-rater reliability in

content analysis for values in chemistry part of the textbook was high with regard to

their opinion about the presence or absence of listed values. In physics as well, the

value of W was found to be more than 0.89. This again indicates a high degree of

agreement among the raters. Unlike these two subjects, there are some differences in

biology with regard to the level of agreement. In biology W values were found to be

more than 0.8 in all the chapters except one.

Therefore, it can conclusively be said that the three raters are in high

agreement with regard to the amount of value focus in IX standard science textbook.

105

Table 4.4: Inter-rater Agreement in Values in IX Science Textbook

(Kendall's Coefficient of Concordance (W)* and correspondingz2 values)

Subject Chapter Kendall'sW %2** Subject Chapter Kendall's W %2**

Chemistry 1 0.950 85.514 Biology 13 0.888

2 0.963 86.677 14 0.752 . 3 0.929 83.649 15 0.864

4 0.923 83.072 16 0.915

5 0.907 81.663 17 0.901

6 0.959 86.328 18 0.843

Physics 7 0.952 85.647 19 0.879

8 0.973 87.585 20 0.901

9 0.907 81.628 21 0.804

10 0.893 80.380 22 0.907

11 0.938 84.378 23 0.899

12 0.932 83.915

W has been found using the data collated from the observation of three raters.

** All the z2 values have 30 degree of freedom and have p <0.05. All z2 values are

significant.

Values in Science Textbook: An Overall Analysis

In conclusion it can be said that focus on epistemological values has been

given more prominence in Physics and Chemistry. In contrast, in biology, even socio­

cultural values other than epistemological values find a prominent place. The values

found to be prominently focused upon in physics is Accuracy whereas in chemistry

and biology it is Analytical ability. From the textbook analysis it is found that some of

the personal and socio-cultural values like Team spirit, Courage, Confidence, Equality

and Co-operation does not find any place in the ninth standard science textbooks,

though the curriculum frameworks emphasizes on them. Values like Systematicity,

Clarity, Uniformity and Practicality that are not found in the list of values prepared by

the researcher for the study are focused to some extent in the ninth standard

textbook.

An overall analysis of the textbook shows that the ninth standard science

textbook emphasises on epistemological values to a greater extent than the other two

sets of values (Socio-cultural and personal). In addition, chemistry and physics

106

79.947

67.699

77.793

82.357

81.098

75.901

79.138

81.130

72.375

81.648

80.885

portions of the textbook seem to focus on different set of values, the main focus in

both the cases is on epistemological values itself. It is only in the case of biology the

focus is on both epistemological and socio-cultural values. Though the science

textbook focuses on values, the focus is seen to be unequal in terms of

epistemological, socio-cultural and personal values. Maximum focus on

epistemological values in all the three sections of science may be due to the fact that

science was always seen as a factual and objective subject. The human nature of

science was always overlooked. This view still persists as evident from the review of

related studies (e.g. Joneja, 2001). The results obtained from the current study also

confirm this view.

The textbook under analysis although focuses on values, still seems to be

grounded on the afore-said belief about science. Biology, which mainly deals with

the living things, plants and animals around us and the environment, is seen to be

closer to life and society. This could be the probable reason for almost equal

emphasis on socio-cultural values in biology as much as it focuses upon the

epistemological values.

When it comes to personal values, the reasons for the meager focus on them

though emphasized by the frameworks may be attributed to the fact revealed from

the analysis of the teacher and student responses obtained from the other two

studies. From the responses obtained from the teachers and students it can be said

that though science is a practical subject, most of the time it is mechanically done due

to time constraints and other problems, which reduces the scope for focusing on

personal values or any values itself.

A number of leading scientists and science educators have identified a need

for greater emphasis on social issues and for greater social awareness in high school

science. Although the results of the analysis show that the science textbook focuses

on values, though not all categories of values, most of them were implicitly inferred

by the researcher and the other two raters. Only few values like Accuracy, Problem

Solving, Questioning, Honesty, Decision making, Responsibility, Analyticality, Care,

Efficiency, Diligence, Verification of proof, Regard for Human life, Protection of

Environment, Patience, Critical evaluation of alternatives and Critical thinking were

explicitly mentioned in chemistry, values like Accuracy/Precision, Problem Solving,

Decision making, Appreciation, Curiosity, Care, Quest for knowledge, Verification of proof,

107

Regard for Human life, Patience were explicitly mentioned in physics and values like

Accuracy/Precision, Appreciation, Curiosity, Care, Regard for Human life, Protection of the

Environment, Diligence, Critical evaluation of alternatives, Reasoning and Patience were

explicitly mentioned in biology. This formed just about twenty five percent of the

values listed from the analysis of the NCFs. It was also found that the emphasis on

different values varied and it depended upon the nature of the content and topic.

This finding is similar to the finding of the only related study from India by Joneja

(2001). Her study was aimed at analysing the upper primary science textbooks to

determine the values emphasized in them. The results indicated that the science

textbooks prepared by NCERT for the upper primary stage reflected the values

expected to be represented in the textbooks according to the National Curriculum for

Elementary and Secondary Education- A Framework (1988) like curiosity, creativity,

objectivity, honesty, equality of sexes, etc, but more implicitly and the representation of

values varied according to the topic and content. Comparing the current study with

Joneja's, it can be inferred that a) whether it is primary school science textbooks or of

secondary school, they do reflect on the values as directed by the NCFs; b) but the

value representation in these science textbooks are more implicit; c) Explicit focus on

such values is minimal; and d) the value focus varied according to topic, content and

subject area.

Therefore serious effort on part of the textbook writers and experts is

required to prepare science textbooks that have more explicit value focus in all the

parts, content and topic of science. Such values should cover all sets of values be it

epistemological, socio-cultural and personal values or be it for primary, upper

primary and secondary levels of school science.

Values in NCF and Textbooks: Some Observations3

The analysis indicates that the current ninth standard textbook used in

schools does have place for value components as directed by the National

Curriculum Frameworks, but the extent to which they are explicitly expressed is

meager. In general, only values like Accuracy, problem solving and curiosity are

emphasized explicitly in all the three parts of science, i.e., chemistry, physics and

biology of the science textbook. There are many value components emphasized by

3 A detailed analysis of the same is undertaken in the last chapter of the thesis. This section is meant mainly for some broad observations of the intersection of the NCFs and the textbook.

108

the Frameworks, which the textbook has failed to incorporate in it in chemistry,

physics as well as in biology. Incidentally, the portrayal of personal values is almost

nil in the entire textbook and the portrayal of socio-cultural values in physics and

chemistry parts are negligible. This lacuna may lead the students as well as the

teachers to overlook the value aspects in science and concentrate on only the

knowledge aspect. As explained earlier in chapter 1, focus on the value aspects

(Affective domain) in science education is equally important as that of knowledge

aspects (Cognitive domain) as in any other school subjects. Therefore, care needs to

be taken to include value aspects and focus on them more explicitly in science

textbooks than expressed the currently used textbook.

Finally, from the analysis of the curricular objectives (refer chapter VII for

detailed analysis) it can be concluded that, although the quality of treatment of

different values varies from topic to topic, chapter to chapter, and in various subject

areas of science, in general, the treatment of science and society in secondary school

science textbooks minimizes the controversial aspects, avoids questions of ethics and

values and neglects the interdisciplinary nature of problems.

Education remains the key to national survival and individual social mobility

in many countries. Intellectual capital is also increasingly a defining factor for a

nation's competitiveness. The nurturing of the different domains of educational

objectives and learning more about how they work with one another provide a

perspective towards the creation of knowledge in the 21st century. This preliminary

study, hopefully, makes a contribution in this regard.

109