Department of biology, Farhangian University, Tehran, Iran
Abstract
Background and Objectives: Recognizing the significance of the botany section in biology education and the level of student cognitive engagement is crucial for enhancing learning quality and fostering active thinking. This study aimed to conduct a quantitative content analysis of the botany content in the biology textbooks for the 10th, 11th, and 12th grades using the William Rumi content analysis method. Methods: This research employed a quantitative approach based on content analysis. The textual and visual content of the botany chapters across all three high school grades was examined, and the cognitive engagement coefficient was calculated. Findings: The results indicated a cognitive engagement coefficient of 0.13 for textual content and 0.15 for visual content, suggesting a predominantly passive nature of the educational material in both aspects. A comparative analysis of different chapters revealed notable variations in content activeness, with Chapter 8 of the 11th grade being evaluated as more engaging than others. These findings highlight a gap in stimulating deeper thinking and analytical skills among students through the current educational materials. Conclusion: The results underscore the necessity for a fundamental revision in the design of educational content and the reinforcement of active and interactive thinking activities for students. Achieving educational objectives critically depends on balancing the provision of foundational information with the encouragement of exploration and analysis. Indeed, enhancing the botany-related content within textbooks can effectively contribute to improving the quality of biology education and increasing students’ cognitive engagement with scientific concepts.
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