A Comparison of Elementary Science Textbooks between the U.S and Vietnam: The Earth and Space Unit

dc.contributor.advisorMuñoz, Marissa
dc.contributor.authorPham, Ngoc Que Anh
dc.contributor.committeeMemberCarmona-Dominguez, Guadalupe
dc.contributor.committeeMemberLima, Cynthia
dc.creator.orcidhttps://orcid.org/0000-0003-0798-9774
dc.date.accessioned2024-02-12T19:30:32Z
dc.date.available2024-02-12T19:30:32Z
dc.date.issued2021
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this study was to compare first grade science textbooks between the U.S and Vietnam in terms of certain features in textbooks presentation in the Earth and Space unit. The illustration about curriculum standards in New General Education Curriculum (Vietnam) and Texas Essential Knowledge and Skills (the U.S) is also examined. The curriculum standards were compared based on objectives, knowledge and skills in the Earth and Space unit for first graders. The number of topics, lessons, the placement of the Earth and Space unit, the introduction and development of the lesson, content of knowledge, tasks and activities, and level of learning objective in tasks were also analyzed. The findings of the study provide the understanding of curriculum standards and what content of knowledge and teaching activities expressed in the Earth and Space topic in both textbooks. In terms of curriculum standards, whereas TEKS (the U.S) focuses on the inquiry approach, scientific reasoning and investigation, the New General Education Curriculum (Vietnam) emphasizes on scientific competence. Both countries have some common in the content of knowledge about day sky, night sky and weather. Additionally, Bloom's taxonomy is used to categorize the level of thinking required in the tasks of both textbooks. As a result, the knowledge and comprehension level are emphasized because these are introductory processes to higher levels in learning (application, analysis, synthesis, evaluation). In the U.S textbook, students have more hands-on activities which emphasize the scientific process, inquiry and investigating approach, and STEM process whereas Vietnamese textbook are mainly about applying the knowledge in solving daily situations which are familiar to students.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent52 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798538137138
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4917
dc.languageen
dc.subjectScience textbooks
dc.subjectElementary school science
dc.subjectSTEM
dc.subjectVietnam
dc.subjectUnited States
dc.subjectTexas
dc.subjectEarth sciences
dc.subject.classificationElementary education
dc.subject.classificationCurriculum development
dc.subject.classificationScience education
dc.titleA Comparison of Elementary Science Textbooks between the U.S and Vietnam: The Earth and Space Unit
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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