Exploring the Nexus Between Students’ Interests and Science Textbook Contents: Insights from Japanese Middle School Education

Abstract

Fostering student’s interest in science is crucial, and examining how scientific topics are presented in textbooks is essential. In Japan, textbooks serve as legally mandated teaching materials for both teachers and students. However, there has been insufficient analysis of the relationship between students’ interests and textbook content. This study analyzed middle school science textbooks and data from the Relevance of Science Education - Second (ROSES) survey. The study addressed the following research questions: “How are ROSES items on topic-level interest covered in textbooks?” “What relationship exists between students’ interests and textbook content?” The main results were as follows: (a) ROSES topics were primarily covered in the text, columns, and picture descriptions; (b) Interest level showed minimal difference based on whether the topic was included in the textbook; and (c) The number of pages in Grade 8 textbooks negatively correlated with students’ interest. Subsequently, we categorized 77 ROSES items into four groups and discussed how items in each group should be treated in science curriculum. The discussion provides insights into effectively using textbook content in science class to improve student interest, such as by utilizing the introduction part of the class or using scientific models.