Alignment Analysis of the Revised Primary Science Curriculum and Textbook in Bangladesh

抄録

This study investigates alignment between Bangladesh’s revised Grade 3 science curriculum (2021) and its corresponding science textbooks (2024 edition), with a focus on cognitive demand representation. Using Porter’s alignment model, a contextual two-dimensional matrix was constructed based on the Revised Bloom Taxonomy to compute the alignment index. The calculated score (P = 0.752) fell under the 95% confidence value threshold (0.787), which indicates the alignment index is statistically insignificant. Chapter-wise analysis explored that only one of 11 chapters met the level of significant alignment (P=0.83), while several chapters are critically misaligned. This study highlighted an empirical gap between curriculum intentions and textbook design, particularly in the cognitive aspect. This in-depth investigation provides suggestions and references for countries with similar educational circumstances to investigate the curriculum and textbooks for further improvement. This study emphasizes the importance of methodically investigating textbook alignment to maintain curriculum standards and support effective science education.