A comparative content analysis of biology textbooks for upper-secondary school used in Finland and Nigeria to represent scientific-literacy themes and inquiry-levels

Abstract

Scientific literacy (SL) has been recognized globally as the main goal of school science. Similarly, scientific inquiry (SI) is an established science procedure in learning. Science textbooks are major resources for learning, but the ways in which SL themes and SI-levels are presented to students in textbooks may vary between countries. This study aims to compare how the representations of SL themes and SI-levels in upper-secondary schools biology textbooks in Finland (BookF) and Nigeria (BookN) align with a competency-based approach focusing on scientific knowledge and competencies, the learning context, and attitudes towards science. A modified framework of the Programme for International Student Assessment 2015 (PISA 2015) and a deductive content analysis were used for data processing. The findings using χ2 tests indicate significant differences in the representations of SL themes and SI-levels. The books focused more on scientific knowledge and competencies than on learning contexts and attitudes. Moreover, BookF encourages structured inquiry, whereas BookN proposes confirmation inquiry levels.