Ethiopian grade 10 physics textbook pdf download

1. The introduction of Physics is defined as the study of the nature of matter, energy and their interactions. It is defined as the science of observation and measurement, which allows us to understand the world as a whole and the laws of nature. Physics is one of the subjects of natural sciences, given as a linear subject, from the 7th grade to the 12th grade in Ethiopian schools. The Ministry of Education of
the Federal Democratic Republic of Ethiopia (2009a) noted that the study of physics allows students/students to understand the physical world, to conduct observations and experiments related to physical events and phenomena, to increase interest in nature. The renowned physics teacher Redish (2002) also suggested that students going to study other sciences should understand physics as part of their
scientific education. When studying physics, students acquire scientific knowledge, skills and perspectives that allow them to realize that problems can be solved. That is, it develops self-confidence on the part of students not only to solve problems in physics, but also other real problems. The 7th grade physics textbook for Ethiopian schools consisted of eight units: physics and measurement, movement,
power and newton's laws of movement, work, energy, power, simple machines, temperature and heat, sound and electricity and magnetism. The 8th grade physics textbook for Ethiopian schools consisted of 6 units: physics and measurement, movement in one dimension, pressure, thermal energy, Electricity and Magnetism and Light. In addition, studying physics can have the following advantages: helps
to understand the principles of many of our daily dishes and tools, helps to discover nature and how it works, helps to apply knowledge of physics to other sciences and disciplines, and helps to solve practical and real problems (MOE, 2011a). With such an important role to play in understanding nature and natural phenomena, physics should be taught by doing or practical activities, rather than telling facts
to students. Following the new education and training policy (ETP), a new national programme for all classes has been implemented, with science and mathematics programmes (TGE, 1994) the highest priority subjects in the national curriculum. The curriculum makes it clear that it is the student-centred approaches and constructivist epistemology that should follow the learning process. In this approach,
physics as a process favors, not physics as a product or organ of established knowledge. This is because students are engaged in the creation of knowledge; There are other aspects that they have come up with in addition to knowledge. The Ministry of Education of the Federal Democratic Republic of Ethiopia has taken on the highest priority subjects in science and mathematics in order to produce
strategies to improve scientific and mathematical education (MOE, 2009b). This paper highlights the importance of quality educational and educational materials to bring quality to science and math education. Student textbooks, student textbooks, teacher guides, teacher guidance, curriculum, minimum competence guides in learning, audio-video materials and other educational resources that are essential
for improving scientific and mathematical education. Textbooks as educational materials play a very important role in the work as complementary materials by incorporating explanations of the terms and conclusions of many different studies. In the Ethiopian context, where there is a lack of educational materials, textbooks are used mainly as a source of ideas and information. Each student will have a
tutorial to take home and use it for free and will get it back at the end of the school year. According to the Amhara National Regional State Bureau of Education (2001), textbooks are the most useful means of knowledge-sharing and are the first and most basic input materials in Ethiopian schools. Many other literature on the role of textbooks pointed out that quality textbooks are very important for both
students and teachers, as they define the content to be learned and how this content will be taught (Dalim and Mubarrak, 2013; Mergo, 2012; FEMA, 2002; BhattiShmi, n.d). Like other subjects, the teaching of science and mathematics has shifted from a teacher-centred approach to a student-centred approach. This, in turn, has led to a change in the role of science and mathematics textbooks. According
to Dalim and Mubarrak (2013), a textbook is considered good if it is more student-oriented, promoting self-learning, allowing students to learn on their own at their own pace and have activities for students to enhance the skill of the topic. McKeachie at the National Academy of Sciences (1997) pointed out that for many people, visual processing (i.e. reading) is faster than auditory processing (i.e. listening to
lectures), making textbooks a very effective resource. The textbook, educational contribution, can bring a difference in educational fairness and quality (Laws and Horsley, 2006) and serves as a catalyst for discussion or learning, serve as a reference to students, provide background information, or present examples and applications of key ideas in science (Haury and Rillero, 1994). In particular, Haury and
Rillero (1994) stressed that textbooks should be prepared in such a way as to attract students to study. In order to ensure that textbooks meet the necessary requirements, whether they attract students to study or are good for active learning, they must be evaluated. The quality of textbooks should be assessed and evaluated by external consultants who did not participate in the textbook design and
selection process (MOE, 2009b). Many scientists that textbooks are used as the primary source of information in teaching a particular subject, the quality and accuracy of the content is crucial their educational effectiveness (Dalim and Mubarrak, 2013; Khine, 2008). In addition to simply reviewing textbooks on physics in grades 7 and 8, the author of this article collected information from physics teachers,
physics teachers to the service and physics teachers during physics textbook workshops that helped identify the problem. In addition, the MoE (2002) and TGE (1994) announced a demand for new education and training policies to introduce improvements and changes in textbooks in a manner consistent with national and international standards. Consequently, this study was designed to analyze various
aspects of physics textbooks 7 and 8th grades, such as learning goals, textual narrations, numbers and diagrams, activities, exercises at the end of units and resumes. 2. The conceptual framework of this study: Quantitative analysis of textbooksDeferent methods can be used to analyze textbooks. We have a choice of the appropriate method of analysis of textbooks. Bloom's taxonom, conceptual
development analysis, textbook research analysis, quantitative analysis of various aspects of textbooks, etc. are among the methods of textbook analysis (Engida, 2005). This paper explored the quantitative analysis of various aspects of physics textbooks of grades 7 and 8. These aspects of the tutorial can be divided into six categories: Learning Goals, Text Narrations, Activities, Figures and Charts, Group
Summary and Exercises at the End of Units. Each category can be broken down again into points to determine and calculate the student participation index (Dalim and Mubarrak, 2013; Mergo, 2012; Engida, 2005). 2.1. Training goalsTechbooks should explain the objectives of the training before the start of the learning process (Dalim and Mubarrak, 2013). To analyze the purpose of the training, you can
see the distribution of goals in textbooks. On the other hand, the index of textbook learning goals calculates the total number of units with goals that are divided by the total number of textbook units. This is what the learning goals index is all about; The total number of units with goals b' the total number of units is 2.2. NarrativesText narration is one of several aspects of textbooks. In analysing science
textbooks, various scientists used textual narrations as one category (Dalim and Mubarrak, 2013; Mergo, 2012; Engida, 2005). The criteria for calculating the index of textual narrations are listed below: a ' statements of facts given by the author of bhs stated conclusions or generalizations about the meaning or relationship between terms c e definition of concepts or principles d' questions, but immediate
answers are given from texts e ' questions related to students to analyze data F statements requiring students to formulate and draw their own conclusions g The problem perform activities h' questions that are asked to arouse the interest of students and an immediate answer to questions in the text i' statements, leading students to look at the figure or diagram, procedural instructions in the activity, and
statements not corresponding to any of the above lists I rhetoric questions from the above 10 lists concerning text narratives, I and J have no input in the analysis of text narratives in textbooks and may be excluded from the textbooks. Thus, in the formula above, lists a, b, c and d are associated with the passive learning of students, while lists e, f, g and h are considered active student learning. Items i and j
make no contribution to the quality and usefulness of textbooks (Dalim and Mubarrak, 2013; Mergo, 2012; Engida, 2005). 2.3. The activities in which it belongs to Robert (1962), textbooks should have several targeted activities that require students to work together. The following formula is used to involve students in activities: If the number of pages that have activities and the total number of pages is 2.4.
Drawings and Learning Charts will be facilitated when the lesson is presented in visual form using shapes, diagrams, images, graphs, illustrations and photographs (Yimulaw, 2007). The following formula is used to calculate the student participation index for numbers and diagrams: If a'figures and diagrams are used for illustrative purposes, numbers and diagrams requiring students to analyze data or
perform any activity If a diagram or figure is used to illustrate how to set up a machine for any activity, or if it does not fit into any of the lists above, it has no contribution to the student participation index for numbers and diagrams. 2.4. End - Unit Of Exercise (Review of Issues and Problems)According to the scientists in the field, the following four lists are used to calculate the student participation index to
complete the yusuk exercise (Dalim and Mubarrak, 2013; Mergo, 2012; Engida, 2005). These are:- questions that have answers directly from textbook b ' questions asked for definitions c e questions requiring students to apply what they have learned to new situations d ' issues requiring students to solve problems thus, 2.5. Resumes at the end of UnitsSummaries are very important in providing students
with new questions that lead to further learning after completing a unit or justifying students with current questions and research in science and technology. The following formula is used to calculate the student participation index for resumes at the end of the units: Where are the a'summaries that repeat the findings of the unit and summarize the same idea from the texts. resumes that raise new questions
that are not answered in the text or are subjects of ongoing research in Science 2.6. Interpretation of the value of the index Bylim and Mubarak (2013) indicated that the index of student participation values how good is the tutorial tutorial students' participation in active learning. The guide to interpreting index values is shown in Table 1 below. 3. Methodology and proceduresThis research work tried to
analyze textbooks on physics 7 and 8 grades. The research methodology used was to analyze the content. Content analysis is one of the research methods. Stemler (2001) defined content analysis as a systematic and productive method for compressing many text words into fewer content categories based on explicit coding rules. Thus, various categories of textbooks were selected and encoded. Even if it
aims to analyze various aspects of textbooks, additional information has been obtained from textbook users through open triangulation and support data collected from textbook coding. The study involved 80 students in grades 7 and 8 and 12 physics teachers teaching physics in grades 7 and 8 of the 8 secondary primary schools found in Debre Marcos, Ethiopia. A stratified random sampling method was
used to take samples of students, while all physics teachers participated in the study. On the other hand, various aspects of textbooks, such as learning goals, text narrations, activities, unit summaries, numbers and diagrams, and exercises at the end of the unit were selected by applying stratified random sampling techniques. The main data collection tools for this study were the analysis of documents
from textbooks on physics in grades 7 and 8. Various aspects of textbooks, such as learning goals, texts, activities, figures and diagrams, resumes and exercises in the late 100s, were selected and evaluated using a sample sheet. This sample was adapted from literature and other teachers with small changes (Engida, 2005; Romy, 1968; Nurin, 1994). Each aspect of textbooks was evaluated depending on
whether it attracted students to active learning or not. The index, called the Student Engagement Index, was based on assessments of various aspects of the textbook, and the interpretation was based on the guidelines in Table 1 above. In addition, open questionnaires for students and their physics teachers were used to collect data that would be used to triangulate data obtained by evaluating various
aspects of textbooks. Opinions received in open-ended questionnaires were analyzed qualitatively. Data from questionnaires used as additional information to provide valuable suggestions for further improvement of the textbooks under consideration. The results and discussions of the textbooks under consideration have been thoroughly researched. Accordingly, all units consist of training goals, text
narratives, activities, numbers and diagrams, unit summations, exercises at the end of the unit. From the researcher's point of view, all of these parts of the tutorial are supported. After taking representative samples for each aspect from each textbook under study, the textbook, The student participation index was calculated and then the value is summarized in Table 2 below. Calculating the index value for
student participation gives different values for different aspects of textbooks. As shown in Table 2 above, the index value of student participation in learning is 1.0 for both textbooks. Based on a guide to interpreting the value of the index, this value is considered ideal and balanced. This means that all 8 units in the physics textbook of the 7th grade and 6 units in the physics textbook of the 8th grade have
learning goals. When the objectives of the training are clearly stated, they give an idea of the appropriate choice for other components of learning. The role of goals was noted as a goal aimed at improving communication between teachers and students, using educational activities, promoting the selection of educational materials and determining the purpose of assessment. However, the above value of the
index does not indicate the quality and feasibility of the teaching goals outlined in the textbooks. The teaching goals set out in textbooks and relevant units do not explicitly show the behavioral goals that students achieve at each level of the class. This approach does not leave teachers with the opportunity to develop other components of learning, such as activities in accordance with learning goals. One
can easily judge by looking at a sample of learning goals taken from both textbooks, as shown below. After completing this block you should be able to: - understand the concepts associated with movement. Develop the skills of manipulating numerical problems associated with movement. - appreciate the interconnectedness of all things. to use a wide range of opportunities to develop knowledge about
basic concepts with physics (MOE, 2011a). After completing this block you should be able to: - to understand the concepts associated with force and even movement; Develop the skills of manipulating problems associated with static and homogeneous movement; - appreciate the interconnectedness of all things. to take advantage of a wide range of opportunities to develop knowledge of basic concepts in
physics (MOE, 2011b). In terms of textual stories, the index for students' participation in textbooks in grades 7 and 8 is 0.2 and 0.3, respectively. Based on the value of the index interpretation, even if there are slight differences in the two textbooks, the value is below 0.4. This means that textbooks are authoritarian without challenging students for critical thinking, and paying proper attention to memorizing
facts and definitions. According to Romey (1968), textbooks must have a balance in terms of facts, definitions, explanations and conclusions so that they can advance critical thinking skills and be able to extract their own knowledge. The index of students' involvement in textbooks is 0.70 and 0.37 for physics textbooks in grades 7 and 8, respectively. There's a big difference between the two textbooks. The
8th grade physics textbook has no activities that help students do as they are in the process of learning, but the Grade 7 physics textbook captures many activities to attract students actively in the learning process. However, these activities have a direct response from the textbook. According to the scientists, activities in this area should provide an opportunity to engage students in discussions,
presentations, data collection, role-playing games, links to websites and computer simulations (Dalim and Mubarrak, 2013). Of course, there are a number of problems with the inclusion of many activities in textbooks in developing countries such as Ethiopia, where many students do not have access to other books and reference materials for reading at home (MOE, 2002). However, a lot of improvements
are going on in the performance of the facilities and tutorials need to be revised to fully fill the demand for the day. The calculated index of student involvement in the numbers and diagrams in textbooks is 0.54 and 0.68 for physics textbooks in grades 7 and 8, respectively. Based on the index interpretation manual, the Grade 7 textbook has a value close to 0.4, and thus does not have a good value in
providing numbers and diagrams for data analysis purposes and requires students to do certain things. More attention is paid to illustrative goals and the introduction of materials, well-known personalities and physicists, as well as equipment. Relatively speaking, the physics textbook of the 8th grade is better including numbers and diagrams to engage students in performing certain activities and predict
relationships. In addition, students and teachers reported that the texts in the drawings and diagrams did not have a visible font, some shapes and diagrams were not visible and clear, and the names of shapes and diagrams were repeated. A simple instructive study of the exercises of the end of the unit showed that in two textbooks there are many exercises from the lower order to the questions of the
higher order. Even if textbooks are the most useful means of information and are the first and most basic materials in Ethiopian schools (ANRSEB, 2001), some of the textbooks under consideration do not have enough questions and concerns to consider. The student participation index for exercise was 0.8 and 0.72 for physics textbooks in grades 7 and 8, respectively. A thorough study of the issues and
problems of the review in the two textbooks showed that this somewhat good rate of student engagement is not achieved because the questions require students to apply what they have learned in new situations. This is because some issues require students to solve the problem. The issues presented and the problems of the review do not require the use of new situations, but are gross rather than
arithmetic calculations. Studies have shown that traditional problems that lead to an immediate mathematical response do not contribute to scientific thinking, as well as to questions requiring students to engage as physically, mentally in the investigation and manipulation of elements in their environment (Wilson, 2008). The next important aspect of the textbook is a summary at the end of units or chapters.
It was found that the C.E.I. participation index at the end of the units was 0.45 and 0.4 for textbooks in grades 7 and 8, respectively. Based on the guide to interpreting the value of the index, the values imply that the CVs studied were repetitions of the unit's conclusions and summarize the same idea from the texts. It has been found that resumes are weak in raising new questions and current scientific
issues in science and technology. According to Nordine, given in Dalim and Mubarrak (2013), the resumes presented at the end of the unit should provide new questions and a research idea helps develop students' thinking skills. Finally, when calculating the average index for all six categories of each textbook, the values were set at 0.6 and 0.58 points for physics textbooks of 7 and 8th grades,
respectively. These values are no closer to an ideal and balanced value of 1.00. In addition, there were a number of differences in the different aspects of textbooks across all units. The findings attempted to analyse six categories (learning goals, textual narrations, activities, figures and diagrams, a review of questions and problems, and a summary of units) of physics textbooks 7 and 8 grades for Ethiopian
schools, using mainly content analysis techniques. On the basis of the analysis and the results, the following conclusions were drawn: - Even if there were differences in the number and quality of the six categories of textbooks in different units, each unit consisted of training goals, activities, textual narrations, figures and diagrams, an overview of questions and problems, and a summary of units. In addition,
painted shapes, diagrams and various drawings; points that need proper emphasis, like definitions that represent minimum training competencies, and activities are in a blue background box. However, the teaching goals stated were not clearly written indicating the behavior expected of students after completing the units. The way in which learning objectives are defined appears to be a low emphasis on
the fact that the objectives should be assigned to the rest of the learning. Text narrations were not organized on demand by students. The text of the narrative had limitations in helping students learn and do science. They were ready to infuse students with definitions of terms, facts, definitions and principles. In short, the emphasis seemed to be on science as a product, not a process. In addition, the
activities presented in the textbooks required students to respond immediately from textbooks. This approach does not help students discover or build their own idea. The numbers, diagrams and other drawings presented in the textbooks were colorful, which attracted students to read. However, these figures and it has been found to be mainly for illustrative purposes that have limitations in assisting
students in analyzing data and learning new situations. Texts in some drawings, diagrams and other drawings were not found very well. At the end of the textbooks, a summary was found to repeat what was written in the texts. They had limitations in helping students learn ideas in a different way. In addition, even if each unit of textbooks had survey exercises and problems, it was found that the emphasis
was on simple mathematical calculations based on the pre-learned memorization formula. Textbooks recommendations are one of the teaching materials of learning and are very important sources that provide a framework to help students organize their learning both inside and outside the classroom. In the case of teachers, textbooks are used to ensure that teachers deliver their content in the classroom,
as the provision of textbooks is a priority. With such a large role, inadequate and inconsistent scientific knowledge, presented and inadequate training in physics textbooks, can have a negative impact on students' learning and understanding. Thus, every aspect of textbooks such as learning goals, textual narrations, figures and diagrams, activities, review of issues and challenges, and summary units should
be organized in order to facilitate the student-centered approach and active participation of students in the learning process. Physics textbooks should be prepared in such a way that students become investigative in science and require students to understand the environment and the world at large. In particular, activities, figures and diagrams, texts, summaries and reviews of issues and issues and issues
should be improved and reviewed to help students actively participate in their own learning. In other words, all aspects of textbooks should help students build their own learning and turn it into new situations in favor of simple mathematical calculations and repetitions of previous learning. Links ( - Amhara National Regional State Education Bureau). Annual abstract education statistics. Bahir Dar. Harar
Printed Press.In article by Bhatti, A.N. and Hashmi, AM (n.d). Physics textbook evaluation by high school teachers for the general ideology and suitability of the content kinship. Received on Monday, December 2, 2013 from the 5Csubtheme1%5CMAHNAB.pdfIn articles by Dalim, S.F. and Mubarrak, M. (2013). The quantitative method of evaluating the textbook fro chemistry (KBSM) is formed by 4
textbooks. Received on Friday, November 8, 2008 in Article 4 Engida, T. (2005). Teaching chemistry in secondary schools (391). Addis Ababa University. Unpublished.In articles Hauri, D.L. and Rillero,. Perspectives of practical teaching of science. Received on Wednesday, May 14, 2008 Kiine, M.S. (2008). Analysis of scientific textbooks based on academic effectiveness. Received on Monday, November
26, 2013 from the 2F978-94-007-4168-3_15.In articles Laws, PV and Horsley, M. (2006). Educational capital? Textbooks in NSW secondary schools. Sydney: University of Sydney.In articles Mergo, T. (2012). The degree in which the chemistry textbook of the 11th grade is suitable for learning in the center of the approach. AJCE, 2012, 2(3). Article 9 by the Ministry of Education. (2009). Physics Sillabus,
7th and 8th grades. Unpublished.In Article (10) of the Ministry of Education. Physics 7th grade Student textbook. Dubai: Al Gurair Printing and Publishing House. Article 11 by the Ministry of Education. Physics 8th grade Student textbook. Dubai: Al Gurair Printing and Publishing House. Article 12 by the Ministry of Education. Strategies to improve science and mathematics education in Ethiopia. Addis
Ababa, Ethiopia: UnpublishedIn Article (13) FEMA. Education and education policy and its inept. Received on Tuesday, December 3, 2013 from the article (National Academy of Sciences). Teaching science was re-run: Handbook. Washington, D.C.: National Academy Press.In Article (15) Redish, E.F. (2002). Teaching physics with physics. London: John Wiley and SonsIn robert article, A. (1962). Teaching
of natural sciences in high school: African Journal of Education. 7:p):pp9-20. LusakaIn Article 17 Stemler, S. (2001). Review of content analysis. Practical assessment, research and evaluation, 7 (17). Received on Tuesday, March 9, 2008 from Article (18) Translated by the Ethiopian Government (TGE). (1994). Addis Ababa: EMPDAIn article (n.d. Goals in Educational Process. Received on Tuesday,
December 3, 20 from article (20) Wilson, R. (2008). Modules and active training. Ethiopian Journal of Education. XXVII (1): page Addis Ababa.In article

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