Investigating the Vertical Coherence of Animal Behavior Concepts in Senior High School Biology Textbooks

Document Type : Original Article

Authors

1 Department of Biology Education, Farhangian University, Tehran, Iran

2 Bachelor's Student (Undergraduate Student), Department of Biology Education, Farhangian University, Tehran, Iran.

3 2 Bachelor's Student (Undergraduate Student), Department of Biology Education, Farhangian University, Tehran, Iran.

Abstract

Background and Objectives: Vertical coherence is a fundamental component of curriculum quality that emphasizes the logical sequencing and progressive development of scientific concepts across educational levels. The present study aimed to investigate the vertical coherence of animal behavior concepts in Iranian upper-secondary biology textbooks using the William Romey method. Methods: This descriptive-analytical study employed a content analysis approach. The research corpus consisted of animal behavior-related sections in Grade 10, Grade 11, and Grade 12 biology textbooks (2025 edition). Texts, images, and learning activities were coded as active, passive, or neutral according to the William Romey method. Subsequently, the indicators of conceptual complexity, concept repetition, and conceptual gaps were examined to evaluate the level of vertical coherence. Findings: The engagement coefficient for text was 0.33 (Grade 10), 0.46 (Grade 11), and 0.29 (Grade 12). Images were passive in Grade 11 (1.38) and Grade 12 (0.80). Activities were passive in Grade 10 (0.00) and overly active in Grade 11 (3.50) and Grade 12 (11.00). Of the 40 behavior concepts identified, 32 concepts (78%) were analytical and 8 concepts (22%) were descriptive. Only 2.5% of concepts were repeated across grades, and 95% of concepts were introduced without prerequisite knowledge, indicating a severe vertical gap. Conclusion: Animal behavior content demonstrates weak vertical coherence. Integrating the William Romey method with vertical coherence analysis provides a novel framework for simultaneously evaluating learner engagement and conceptual progression in biology textbooks. Enhancing analytical activities and reducing conceptual gaps may contribute to improving meaningful learning.

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