The Representation of Laboratory Activities in Indonesian Physics Textbooks: A Content Analysis

Autor/inn/en	Gumilar, Surya; Ismail, Ali
Titel	The Representation of Laboratory Activities in Indonesian Physics Textbooks: A Content Analysis
Quelle	In: Research in Science & Technological Education, 41 (2023) 2, S.614-634 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gumilar, Surya) ORCID (Ismail, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1928045
Schlagwörter	Laboratory Experiments; Foreign Countries; Physics; Textbook Content; Teacher Attitudes; Active Learning; Science Experiments; Science Curriculum; High Schools; Indonesia + Suchen Sie Ihr Suchwort? Laboratory work; Laborarbeit; Ausland; Physik; Lehrbuchtext; Lehrerverhalten; Aktives Lernen; High school; Oberschule; Indonesien
Abstract	Background: Physics textbooks are a learning resource for students to acquire knowledge and information. The findings of previous studies on physics textbooks analysis have mostly focused on representations of gender, the nature of science, and scientific literacy. This study, therefore, extends the critical content analysis of physics textbooks to examine the levels of laboratory activities as empirical evidence among domination of previous studies in analysing physics textbooks. Purpose: To investigate the representation of the laboratory activities in Indonesian physics textbooks and teachers' perspectives on the use of the textbooks in facilitating laboratory activities. Method: Content analysis was used to elicit data on laboratory activities and the semi-structured interview was used to reveal teachers' perspectives on the use of the textbooks. The Inquiry Level Index and Laboratory Assessment Inventory were used as the main analytical framework for distinguishing levels of these activities. In addition, thematic analysis was adopted to analyse teachers' perspectives on the use of textbooks in the classroom. Results: A dominant type of laboratory activity was Level One, which presents questions and methods as a guide for conducting laboratory activities, whereby students have to find solutions to problems. Concerning teachers' perspectives, the use of physics textbooks was found to not align with curriculum needs, which emphasise open laboratory activities. Conclusion: The representation of laboratory activities in textbooks encourages students to develop a low level of inquiry. Textbooks do not facilitate students in developing their understanding through hands-on activities. This is supported by the role of teachers who use laboratory activities only to verify concepts learned in the classroom. Consequently, several changes are required to underpin the implementation of open laboratory activities, such as the role of teachers in designing these activities and the assessments used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01