Analysis of syllabus and textbook class 8 th science

NCERT science class 8th textbook analysis

1. ANALYSISOFSYLLABUSAND
TEXTBOOK CLASS 8TH SCIENCE

Details of the Book
1.​ Name of the textbook: SCIENCE TEXTBOOK FOR CLASS VIII

2.​ Published by: National Council of Educational Research And Training ( NCERT)

3.​ First edition: September 2008

4.​ Current Edition: January 2018

5.LocationofPublication:PublicationDivisionbytheSecretary,NCERT,SriAurobindo
New Delhi-110016

6​. Number of Pages: 253

7.​Whetherthetextbookhasbeendeveloped/revisedbasedonaNationalCurriculum
Framework-2005.Pleasegivedetails.Yes,thetextbookhasbeendeveloped/revised
based on NCF – 2005

8.​ Textbook development team and nature of participation of the group:
●Head Publication Team: M. Siraj Anuwar
●Chief Editor: Shweta Uppal
●Chief Business Manager: Gautam Ganguly
●Chief Production Officer: Arun Chitkara
●Assistant Editor: Shashi Chadha
●Production Officer: Abdul Naim

9.Thesizeofthebook(Numberofpages,units,layout,colour,whetherpricedorfree
distribution, number of intended users, etc.)

10.Arethereanyseparateguidelinesforteachersasteachers’page,guidanceforteachers,
notetoteachersornotetotheparents?Whethertheguidelinesthrowlightonthe
methodology/ approach followed in the textbook? : NO

Curriculum Load

1.​ Whether the book has only running texts or a variety of genres (texts) involved?
There are a variety of genres involved.

2.​ Whether the texts are all authentic?
The given text in the textbook is not authentic.

2. 3.Arethereanyillustrations?Ifyes,dotheysupporttheconcepts/ideasconveyedinthe
text?
Yes

4. ​Whether the textbook presents local contexts in terms of visuals, texts and presentation?
Yes, all the chapters.

5.​Whetherthebookisdividedintoasubdivisionofsectionsformakingeasyandcoherent
progression?
Yes,thebookisdividedintoasubdivisionofsectionsformakingeasyandcoherent
progression

Pedagogical Aspects

1. ​Whether the textbook uses contemporary language in rubrics (i.e. the instructions)?
Yes, the textbook uses contemporary language in rubrics.

2.​ Is there coherence within the textbook (from unit one to the last unit)?
Yes, all the chapters because it is given section wise i.e physics, chemistry, biology

3.Whethertheteacherisabletounderstandthephilosophyofthebook(theapproachto
languageteaching-learninglikeconstructivism,communicativelanguageteaching,whole
language perspective, etc.) through the teacher’s pages or through the activities.
Yes,theteacherisabletounderstandthephilosophyofthebookandthroughtheteacher’s
pages activities early connected to children.

4.​Whetherthelanguageofthetextbookissimpleandcomprehensibletothelearnersand
teachers?
Yes,thelanguageofthetextbookissimpleandcomprehensibletothelearnersand
teachers.

5.Whetherthetasksandactivitiesgivescopeforengagementwithlanguage?Thismeans
howmuchtimethelearnerisaskedtospendonataskdoingandthinkingaboutlanguage
and the ideas of the tasks.
Yes, the tasks and activities give scope for engagement with language.

6.​ Whether the tasks/activities create anxiety in the learners and the teacher?
Yes,thetasks/activitiescreateanxietyinthelearnersandtheteacher.Theactivitiesofthe
chapter give create by learners.

3. CHILD CENTREDNESS

The Language of the Textbook:

1.​Whetherthethemesarerelatedtothelived-inexperiencesoflearners?Whetherthe
units/lessons make attempts to connect with the lives of learners?
Yes, themes are related to the lived-in experiences of learners.
Yes, the units/lessons make attempts to connect with the lives of learners.

2.​Self-learningisevaluatedthroughanadequatenumberofquestionsandexplanationof
concepts/topicscoveredinthebook.Thescopeofself-assessmentislimitedintextbooks
mainly it provides answer keys of unsolved problems.

3.​Thequestionsaregiveninexercisesofthetextbookcoveralltheconceptsoftherelevant
topic.Thereareavarietyofquestionsineachtextbookwhichprovideopportunitiesfor
reflectionforthechild.Yetthequestionsoftextbooksbasedoninductivethinkingare
required more.

4.​Thetextbookhasanadequatenumberofproblems/exercises.Mostoftheexercises
promote practising a concept rather than creativity or skills development.

5.​ Almost all activities are related to real-life experiences and contexts of the children

Overall observations:

This textbook is prepared to keep in mind NCF – 2005.
The opportunity for the students of self-learning is given.

Suggestions

1-​Therewerenoquestionsonentrybehaviourandexpectedoutcomesforanychapters
throughoutthebook.Thechapterswereintroducedbyrecallingtheworkdoneinstandard7.
Expectedlearningoutcomesareimportant,asithelpstheteacherstoknowhowfarstudents
havefollowedthetopic.Itisaninstrumentformeasuringhowmuchstudentshavefollowed
on completing the chapter.

2-​ThepresentcurriculumshouldbereviewedaccordingtoIntheneedsofthelearnersand
theteacherswithsuitableprovisionforrefreshmentcoursesforscienceteachersinEnglish
also.

3-​Theteacherswhowritetextbooksshouldhaveknowledgeandexperienceofteachingin
that particular class, to know the level of students of that particular age group.

4-​Thephysicalaspectsofthetextbooksshouldbeimprovedi.e.coverdesign,bindingofthe
book,papersusedinthebook.Ifthecoverpageisattractivethenstudentsarealsoattracted
to the books.

4. 5-Thereshouldbesomehigher-levelcognitivecategoriesofquestions(examples)inthe
exercises of standard 8th textbooks.

6-​Exercisesshouldbeenrichedwithadequateexamplesofdifferentcategoriesofthe
cognitive domain according to Bloom’s taxonomy.