This study analyzed the representation of nature of science (NoS) aspects in Thai secondary school biology textbooks. It found that the textbooks placed little emphasis on NoS and explicit reflective NoS instruction. Specifically, the textbooks scored low across seven NoS dimensions including empirical, inferential, tentative, theory-laden, creative/imaginative, distinction between theories and laws, and social/cultural. This suggests Thai biology textbooks should reconsider their representation of NoS to better support the development of scientific literacy.

1. Procedia
Social and
Behavioral
SciencesProcedia - Social and Behavioral Sciences 00 (2013) 000–000
www.elsevier.com/locate/procedia
WCES 2013
The Nature of Science Represented in Thai Biology Textbooks
under the Topic of Evolution
Adchara Chaisri a
*, Kongsak Thathong b
a
A. Chaisri. Science Education, Khon Kaen University, Khon Kaen 40002, Thailand
b
K. Thathong, Department of Science Education, Khon Kaen University, Khon Kaen 40002, Thailand
Abstract
This study aimed to assess the aspects of the nature of science (NoS) that were represented in Thai secondary school Biology
textbooks. These textbooks were provided under the framework of Thailand’s national curriculum B.E. 2551 by the Institution
for Promoting Science and Technology (IPST). The representation of NoS aspects on evolution topics in the textbooks was
analyzed. This study employed a quantitative method for analyzing the representation of NoS. The results indicated that all
evolution themes in Thai secondary Biology textbooks had little emphasis on the nature of science and on the explicit-reflective
NoS instructional method. These findings suggested that it is necessary for the IPST to reconsider the Thai secondary Biology
textbooks, especially the issues related to NoS.
© 2013 Published by Elsevier Ltd.
Keywords: Nature of Science (NoS), Evolution, Biology Textbook;
1. Introduction
The central educational objective of science education worldwide is scientific literacy. This is also the case in
Thailand, where scientific literacy is seen at the core of curricular aims of science education. In fact, scientific
literacy has developed into an umbrella term covering most aims of science education (Laugksch 2000). The nature
of science (NoS) is an important element of scientific literacy that students should be encouraged to develop through
their schooling. An understanding of NoS can function as a powerful means of developing various aspects of science
students’ education, and can help students to better understand scientific content, as well as maintain a positive
attitude towards science and scientific attitudes (McComas et al. 1998). NoS is widely considered to be an integral
part of scientific literacy and one of the central aims of science education (Matthews 2004). NoS itself can be seen
in the intersection of four fields of science studies: philosophy of science, history of science, sociology of science
and psychology of science (McComas and Olson 1998).
Science educators think of textbooks as instructional resources that support teachers in planning and delivering
science instruction to meet local and national curricular standards (Chiappetta & Koballa, 2002). However, it is an
undeniable reality that in the larger majority of classrooms, textbooks become the curriculum and determine, to a
much larger extent than desired by science educators, what is taught and learned about science in these classrooms
(Chiappetta, Ganesh, Lee, & Phillips, 2006; Rieff, Harwood, & Phillipson, 2002; Shiland, 1997). Chiappetta et al.
* Adchara Chaisri. Ph.D.student, Tel.: +6-684-956-6233
E-mail address: adchara.bio@gmail.com

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2
(2006) and Weiss, Banilower, McMahon, and Smith (2001) noted that more than 90% of secondary school science
teachers rely on textbooks to organize and deliver instruction and assign homework (Valverde, Bianchi, Schmidt,
McKnight, & Wolfe, 2002). As teachers often rely on textbooks to organize teaching, they are one of the most
important science teaching resources (Yager 1996; Ahtineva 2000). As an integral part of scientific literacy, NoS
has become a popular topic in textbook analysis (e.g. Niaz 2000; Rodriguez and Niaz 2002; Williams 2002).
Although most descriptions of NoS have described things relevant to all fields of natural sciences, recently research
on NoS has been more and more influenced by domain specific knowledge of scientific knowledge and enterprises.
Textbooks are an influential component among the elements of school science, as they greatly influence the content
taught (Yager, 1996). There seems to be little question regarding the importance of textbooks in science teaching
(Chiappetta, Sethna, & Fillman, 1993). In school science, the textbook is accepted as the ultimate source of
knowledge, provides themajority of instructional support beyond the teacher, and in many cases actually becomes
the curriculum (Stake & Easley, 1978). Many science teachers, new teachers in particular, use the assigned textbook
as their content outline and story line for their courses (Chiappetta et al., 1993). A research study by Chiang-Soong
and Yager (1993) revealed that more than 80% of science teachers in the research sample used their textbooks in
excess of 90% of the time. Reliance on textbooks is more apparent when teachers are teaching outside their own
area of expertise (Stern & Roseman, 2004). Furthermore, students expected the textbook to be used as the source of
nearly all information and as the framework from which all science was to be experienced (Chiang-Soong & Yager,
1993). The case of NoS, the impact of textbooks gains significance because very few, if any, commercially viable
science textbooks have been recently designed specifically to help pre-college students develop informed NoS
conceptions as emphasized in current science education reform documents. Earlier attempts to develop such
textbooks and curricula (e.g., Holton, 1981; Klopfer &Cooley, 1963; Rutherford, Holton,& Watson, 1975)
Phillips and Chiappetta (2007) investigated 12 middle school science textbooks to examine whether they
presented a balanced view of NOS. Comparing to the previous research, analysis revealed that the textbooks devoted
a higher proportion of content to science as a way of investigating and science as a way of thinking.
Gibbs and Lawson (1992), using a qualitative approach, assessed 14 college textbooks and 8 high school
textbooks to explore how the nature of scientific thinking was reflected in these textbooks. Detailed analysis
revealed that (a) a very small segment was devoted to the processes of science and scientific thinking and this was
not integrated with other segments, (b) the authors appeared not to understand processes of science well, and
therefore, (c) most authors conveyed an incorrect relationship among scientific hypotheses, theories, and laws.
In Thailand, the new Thai curriculum is standards based and consists of eight learning strands. Specifically, NoS
is explicitly included in Learning Sub-strand 8 of the Science Learning Strand: Nature of Science and Technology.
Ministry of Education 2008 . The Biology textbook has been assigned by the Thai Ministry of National Education
as the primary textbook in all secondary schools, so millions of students use this textbook as the primary source of
nearly all information about NoS. Apart from this, there are also other textbooks available for students in Thailand,
which are published by independent publishers.
In addition, very little empirical research has been dedicated to assessing how NoS is actually represented in
commercial science textbooks, and in what ways and the extent to which publishers have responded to the reforms
discourse related to NoS. Science textbook analyses have mainly focused on representations of scientific literacy
themes (e.g., Chiappetta et al., 1991) and the historical accuracy of the treatment of specific science concepts (e.g.,
Brito, Rodriguez, &Niaz, 1995). Thus, This study aimed to assess the aspects of the nature of science (NoS) that
were represented in Thai secondary school Biology textbooks. The study was guided by the following questions:
How is NoS represented in high school Biology textbooks?
2. Methods
The dominant strategies employed for analysis of textbooks have been those associated with quantitative
methodology. The present study adopted a structured, document analysis approach. Thai secondary school Biology
textbooks were provided under the framework of Thailand’s national curriculum B.E. 2551 by the Institution for
Promoting Science and Technology (IPST) were analyzed using a structured scheme and associated scoring rubric,
which were develop for the purpose of this study. Abd-El-Khalick et al., 2008)

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2.1 Analytical Framework
NoS and approaches to addressing NoS instructionally served as bases for the analytical framework
used in this study. Adapted from Abd-El-Khalick (1998).
Table 1 Explication of the NoS aspects targeted in the analysis of the Biology textbooks
NoS aspect Dimensions emphasized in textbook analysis
Empirical Scientific claims are derived from, and/or consistent with, observations of natural
phenomena. Scientists, however, do not have ‘‘direct’’ access to most natural
phenomena: their observations are almost always filtered through the human
perceptual apparatus, mediated by the assumptions underlying the functioning of
‘‘scientific’’ instruments, and/or interpreted from within elaborate theoretical
frameworks
Inferential There is a crucial distinction between observations and inferences. Observations are
descriptive statements about natural phenomena that are accessible to the senses (or
extensions of the senses) and about which observers can reach consensus with
relative ease. Inferences, on the other hand, are statements about phenomena that are
not directly accessible to the senses. Scientific constructs, such as gravity, are
inferential in the sense that they can only be accessed and/or measured through their
manifestations or effects
Tentative Scientific knowledge is reliable and durable, but never absolute or certain. All
categories of knowledge (‘‘facts,’’ theories, laws, etc.) are subject to change.
Scientific claims change as new evidence, made possible through conceptual and
technological advances, is brought to bear; as extant evidence is reinterpreted in light
of new or revised theoretical ideas; or due to changes in the cultural and social
spheres or shifts in the directions of established research programs
Theory-laden Scientists’ theoretical and disciplinary commitments, beliefs, prior knowledge,
training, and expectations influence their work. These background factors affect
scientists’ choice of problems to investigate and methods of investigations,
observations , and interpretation of these observations. This individuality or mind-set
accounts for the role of theory in generating scientific knowledge. Contrary to
common belief, science never starts with neutral observations. Like investigations,
observations are always motivated and guided by, and acquire meaning in light of
questions and problems derived from, certain theoretical perspectives
Creative and imaginative Science is not an entirely rational or systematic activity. Generating scientific
knowledge involves human creativity in the sense of scientists inventing explanations
and theoretical entities. The creative NOS, coupled with its inferential nature, entail
that scientific entities are functional theoretical models rather than faithful copies of
‘‘reality’’
Distinction between
scientific theories and
laws
laws are descriptive statements of relationships among observable phenomena.
Theories,by contrast, are inferred explanations for observable phenomena or
regularities in those phenomena. Contrary to common belief, theories and laws are
not hierarchically related . Theories and laws are different kinds of knowledge and
one does not become the other.Theories are as legitimate a product of science as laws
Social and cultural Science is a human enterprise embedded and practiced in the context of a larger
cultural milieu.Thus, science affects and is affected by various cultural elements and
spheres, including social fabric, worldview, power structures, philosophy, religion,
and political and economic factors. Such effects are manifested, among other things,
through public funding for scientific research and, in some cases, in the very nature
of ‘‘acceptable’’ explanations of natural phenomena.

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2.2 Selection of Materials for Analysis
The researchers sought to base the selection of Thai secondary school Biology textbooks. Selection of chapters
and sections for analysis. Analyses focused on chapters or sections that cover ‘‘the scientific method,’’ ‘‘the
scientific process,’’ ‘‘how science works,’’ etc. and topics related to evolution topic.
Scoring Rubric
A detailed scoring rubric was developed for purposes of this study adapted from Abd-El-Khalick (2008).
The rubric targeted the aforementioned 7 aspects of NoS (see Table 1). In other words, the score assigned to
a specific NoS aspect within a textbook was based on an examination of all materials relevant to that aspect within
the examined textual materials. Scores were assigned in accordance with the following rubric :
(a) 3 points = Explicit, informed, and consistent representation of the target NoS aspect:
(i) explicit statements that convey an informed representation, (ii) consistency across the selected
chapters or sections in addressing the target NoS aspect, and (iii) consistency in addressing other
directly related NoS aspects.
(b) 2 points = Explicit, partially informed representation of the target NoS aspect: (i) explicit
statements that convey an informed, but incomplete representation, and (ii) consistency across
the selected chapters or sections in representing the target NoS aspect. An incomplete
representation derives from the textbook materials remaining silent in terms of addressing other
related NoS aspects that ensure a complete informed representation.
(c) One point = Implicit, informed, and consistent representation of the target NoS aspect: (i) an
informed representation of the target NoS aspect could be inferred from the textbook materials
(e.g., relevant explanations, activities, examples, or historical episodes lacking structured,
reflective prompts or explicit statements), and (ii) absence of other explicit or implicit messages
that are inconsistent with the inferred implicit representation.
2.2 Analysis Procedures: Validity and Reliability of the Scoring Rubric
The validity of the rubric stems from its conceptual and empirical grounding. To start with, the NoS
framework and aspects targeted by the rubric have been emphasized in current science education reform documents
as central to developing functional levels of scientific literacy (e.g., AAAS, 1990; NRC, 1996).
3. Results
In order to show that Percentages (and frequencies) of NoS dimensions represented in the theme of science as a way
of thinking in table 2 present scores for the 7 target NoS aspects in the analyzed textbooks.
Table 2. Percentages (and frequencies) of NoS dimensions represented in the theme of science as a way of thinking
Empirical (EMP), Inferential (INF), Tentative (TEN), Theory-laden (THL), Creative and imaginative (CRI),
Distinction between scientific theories and laws (DTL), Social and cultural (SOC)
Unit of Textbook NoS dimensions
EMP INF TEN THL CRI DTL SOC
Unit 1
Sub unit = 5
26% 30 21% 24 11% 12 4% 5 25% 28 3% 3 11% 12
Unit 2
Sub unit = 2
18% 21 10% 12 17% 20 10% 12 17% 20 10% 12 16% 18
Unit 3
Sub unit = 3
12% 10 12% 10 7% 6 27% 22 15% 12 20% 16 6% 5
Unit 4
Sub unit = 5
21% 18 24% 20 12% 10 19% 16 14% 12 6% 5 4% 3
Unit 5
Sub unit = 2
24% 24 27% 26 21% 21 8% 8 6% 6 10% 10 3% 3
Unit 6
Sub unit = 2
27% 26 10% 10 24% 24 5% 5 10% 10 3% 3 20% 20

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The results indicated that all evolution themes in Thai secondary Biology textbooks had little emphasis on the
nature of science and on the explicit-reflective NoS instructional method.
4. Discussion, Conclusions and Implications
Findings of this research are in accord with previous studies that looked at avariety of aspects of scientific literacy in
curriculum materials. The investigation revealed a number of problems with the way NoS is portrayed in the
Biology textbooks. Discussions regarding NoS usually occupied a very small segment of the textbooks and were not
integrated with other chapters. Including the other segments of the textbooks, science was generally portrayed as
a collection of facts, not as a dynamic process of generating and testing alternative explanations about nature
Irez, S. 2008). All textbooks presented the idea that there is a universal and structured method in science. Such an
inadequate description was supported by stereotypical portrayal of scientists, and the textbook authors either
neglected the idea that imagination and creativity permeate science or claimed that the involvement of creative
thinking and imagination is limited to certain stages in scientific investigations. The authors of the textbooks often
appeared not to understand the processes well enough to explain them to students and therefore presented various
misleading and inadequate descriptions regarding scientific enterprise, similar to those revealed by research on
science teachers’ and students’ understandings of science. The analysis showed that the majority of these inadequate
descriptions were concentrated on two aspects of NoS: Theory-laden and the tentative nature of scientific
knowledge.
This study need is based on the well documented and significant impact that science textbooks have on teaching
and learning in the majority of classrooms (Chiappetta et al., 2006; Weiss et al., 2001). As noted earlier, most likely
to the dislike of science education researchers, the reality is such that textbooks determine student experiences with
school science to a large extent (Valverde et al., 2002). Textbooks also embody the curriculum and set priorities for
classroom teachers. The present results show that NoS was not a consistent thread, let alone a central or organizing
theme, in the analyzed textbooks.
Furthermore, assessment in science education, It is only with this holistic approach that better science textbooks
that actually support learning of worthwhile ideas and help teachers build their own content and pedagogical
knowledge can be prepared. The results indicated that all evolution themes in Thai secondary Biology textbooks had
little emphasis on the nature of science and on the explicit-reflective NoS instructional method. These findings
suggested that it is necessary for the IPST to reconsider the Thai secondary Biology textbooks, especially the issues
related to NoS.
Acknowledgements
This research was funded by Institution for Promoting Science and Technology (IPST), Thailand. Any opinions
expressed in this article are solely those of the author.
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