CONTENTS

Acknowledgement
Introduction
1. General Information

2. Physical Features of the Textbook

3. Child Centered Approach

4. Gender Parity

5. Language Used

6. Visual

7. Subject content

8 Approaches of Teaching

9 Over all observations/any other suggestions

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INTRODUCTION:

Textbooks are widely accepted as a common feature of classrooms worldwide and are important
vehicles for the promotion of curriculum. Consequently their content and structure are very
important for the promotion of a specific vision of curriculum. There are many features of
textbooks, some which go unknown to the authors, which have a significant impact on their
target audience. Such features can have positive or negative impacts on learning.

Textbook analysis is a means by which these features can be identified and hence the
effectiveness of textbooks be established.

What is Textbook Analysis?

Textbook analysis is the systematic analysis of the text materials including the structure, the
focus, and special learning assists. Teachers may assume the text is “sacred" and follow it
without thought or write it off as useless. Either approach is a disservice to students. Many
textbook publishers and writers have developed texts with useful elements, if we are willing to
figure out what they are.

How can Textbook Analysis help the students?

Students in the general learning population may have an easier time of "figuring out" how to use
the textbook than those in the special education population. With help from the teacher, the text
materials can begin to make more sense. If structure is explained students can get a better idea of
where they are going in the course. If the teacher understands focus or bias, he/she can make
additions or deletions as needed to keep the presentation balanced. If Learning assists are
understood, they have a better chance of being utilized.

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 How can the Textbook Analysis be implemented in order to effectively meet
the diverse learning needs of students?

➢ When a new textbook is adopted, it can be helpful if you can hear what the sales staff has to say
about the book. You will discover what their intent was with organization as well as with
particular features of the book.
➢ If sales staff is unavailable, take a look at the promotional materials. See what they are proud
of. It may be useful in your planning.
➢ Study the Table of Contents to see the content scope and sequence. Have students look at this
organization with the idea of figuring out patterns. Cooperative Learning groups can be
effective in comparing observations. Organization may be simply chronology for a history text,
but is the same period of time covered in the same number of pages? If not, why not? In
Geography, are the headings all continents? Or are there some chapters on entire countries?
What does this say about the focus of the text writers?
➢ By looking at Unit and Chapter headings, can you tell anything about the focus of the textbook
author? Is there an area that is emphasized while another is underemphasized? E.g. in a
Psychology text, does the author give equal treatment to different Personality theories?
➢ What are the special assists associated with the text. Often a Social Studies text at the senior
high level is a major tome. It may be intimidating for the teacher as well as the student. The
teacher’s edition, with all the ancillary extras is even more imposing. It is helpful if a teacher
takes the text home and just looks at the component parts. E.g. If you thing timelines are helpful
in a history class, are there chapter timelines? Unit timelines? Which are going to be useful? If
they are not useful, how am I going to compensate for that deficiency?

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 I. General Information

1. Title of the book: SCIENCE: Textbook for Class 9th

2. Year and place of publication: December 2016, New Delhi

3. Name of the Publisher/Organization: NCERT

4. Stage: (Upper Primary) Class–9th

5. Total No. of pages: 2 0 2

6. Total Chapter: 15 Chapters

7. Price: Rs- 110

2. Physical Aspects of the Textbook

1. Cover Page: Colored Attractiveness: Colored & Attractive

2. Quality of paper: Good

3. Quality of binding: Good and Bind

4. Font size used and its appropriateness: Big font size, appropriate for class– 9th students

5. Layout of text: Portrait

3 CHILD CENTERED APPROACH:

The NCF 2005 stipulates that the life of a child at school and outside the school must be
linked. This textbook has been developed by following this principle. This idea is
reflected by the way concepts are developed through life with examples from the
surroundings of the learner. Throughout the textbook students are encouraged to learn
through activities.
4 GENDER PARITY

Gender parity is a numerical concept related to gender equality. The textbook takes care
of the gender parity thereby giving equal space to both the genders in visuals, examples
group activities.

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 5 LANGUAGE USED

Science has its own language. English makes the non-natives learn the concepts easy. The
grasp on the content is strengthened. Appropriate font, style and use of bold letters for
important terms and smaller sentences help the teacher and the child to a great extent.

6. VISUALS

Visuals include pictures, drawings, heighted boxes, etc. This textbook includes colored
pictures, images, drawings to attract the attention of the learner. Each and every chapter has been
given appropriate and significant space to the needed visuals.

7. SUBJECT CONTENTS

The books were examined and the chapters/lessons were categorized as-

a) Chapter 1 MATTER IN OUR SURROUNDINGS

b) Chapter 2 IS MATTER AROUND US PURE
c) Chapter 3 ATOMS AND MOLECULES
d) Chapter 4 STRUCTURE OF THE ATOM
e) Chapter 5 THE FUNDAMENTAL UNIT OF LIFE
f) Chapter 6 TISSUES
g) Chapter 7 DIVERSITY IN LIVING ORGANISMS
h) Chapter 8 MOTION
i) Chapter 9 FORCE AND LAWS OF MOTION
j) Chapter 10 GRAVITATION
k) Chapter 11 WORK AND ENERGY
l) Chapter 12 SOUND
m) Chapter 13 WHY DO WE FALL ILL
n) Chapter 14 NATURAL RESOURCES
o) Chapter 15 IMPROVEMENT IN FOOD RESOURCES
p) ANSWERS

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8. APPROACHES OF TEACHING MATHEMATICS

In the given textbook different approaches of teaching mathematics has been employed
immensely. The ACTIVITY METHOD OR CONSTRUCTIVIST APPROACH
Dominates the whole book which is very much in consonance with the cognition level of
the learners.
q) PROBLEM SOLVING APPROACH, have also been employed for effective learning. In the chapters
like MATTER IN OUR SURROUNDINGS , IS MATTER AROUND US PURE
The idea has been explained through an ACTIVTY i.e
CONSTRUCTIVISTAPPROACH.

9. OVERALL OBSERVATIONS AND SUGGESTIONS

After the analysis of the given textbook it can be said that a book of national level must
have some basic attributes such as contrasting physical features, easy to understand
language, learner centered approaches, application of state-of-the-art technology. In
addition to the above attributes the textbook must also include Democratic values,
National concern, Regional balance, Gender parity in groups, sequencing of concepts,
appropriate examples and their applications in daily life, and appropriate use of
approaches of mathematics teaching.
Though the NCERT mathematics book of class 9th is complete as per NCF-2005,

but there is always a room for improvement.

➢ For all the chapters a brief history of the ideas can be included at the beginning of
the chapter.
➢ More use of ICT and references which include simulative content can be provided
which will make the book attractive and exploring as well as authoritative.
➢ The quality of pictures needs some improvements.
➢ Multiple choice questions should be including after every chapter.
➢ Points to ponder can be suggested at the end of each chapter where common
misconception can be dealt in more simplistic and attentive way
➢ Text Bibliography can be provided at the end of the book
➢ Further readings apart from syllabus can be provided at the end of the chapters

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