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Virology in Schoolbooks—A Comprehensive Analysis of Austrian Biology Textbooks for Secondary School and Implications for Improvement

Author

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  • Nina Hoffer

    (Center for Biology Teacher Education, Institute of Biology, Karl-Franzens-University Graz, Schubertstrasse 51a, 8010 Graz, Austria)

  • Sabrina Lex

    (Fakultät II—Fach Biologie, Pädagogische Hochschule Weingarten, Kirchplatz 2, 88250 Weingarten, Germany)

  • Uwe K. Simon

    (Center for Biology Teacher Education, Institute of Biology, Karl-Franzens-University Graz, Schubertstrasse 51a, 8010 Graz, Austria)

Abstract

Virology has gained much attention in recent years due to the COVID-19 pandemic and other recurrent epidemics/pandemics such as Ebola, zika, or now, monkeypox. We have analysed all recent biology schoolbooks for secondary school approved for the Austrian market. Our aim was to find out whether virological content was presented comprehensively, comprehensibly, and in an error-free manner. This also relates to visual representations of viruses, processes related to virology (e.g., replication), and references to daily life. Furthermore, we looked for tasks related to virology that may help students to deepen their newly acquired knowledge and/or to put it into practice, either by hands-on experimentation or transfer tasks. We examined 97 books (76 books for lower secondary and 21 books for upper secondary school). For this analysis, we developed and tested a coding matrix accompanied with a comprehensive coding guide to facilitate reproducible and reliable ratings. Since inter-rater reliability was found to be very high, both the coding matrix and guide can be recommended for further studies in this field. Overall, the virological content provided was free of errors, with the text and illustrations being mostly comprehensive and comprehensible. This was expected, since all Austrian school books must be approved by a governmental commission. However, individual books even for the same target (age) group differed widely in content and detail. In particular, few books clearly differentiated between viruses and bacteria, clarified that viruses are non-living and emphasized that antibiotics are ineffective against viruses. Yet precisely such knowledge is essential to enable students to make scientifically based decisions in health-related situations, especially for the prevention and treatment of viral diseases (e.g., whether to take antibiotics when suffering from a viral disease).

Suggested Citation

  • Nina Hoffer & Sabrina Lex & Uwe K. Simon, 2022. "Virology in Schoolbooks—A Comprehensive Analysis of Austrian Biology Textbooks for Secondary School and Implications for Improvement," Sustainability, MDPI, vol. 14(18), pages 1-24, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11562-:d:915508
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    References listed on IDEAS

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    1. Malik Sallam & Deema Dababseh & Alaa’ Yaseen & Ayat Al-Haidar & Nidaa A. Ababneh & Faris G. Bakri & Azmi Mahafzah, 2020. "Conspiracy Beliefs Are Associated with Lower Knowledge and Higher Anxiety Levels Regarding COVID-19 among Students at the University of Jordan," IJERPH, MDPI, vol. 17(14), pages 1-15, July.
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