Literaturnachweis - Detailanzeige
Autor/in | Sozan H., Omar |
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Titel | A Content Analysis of Cognitive Representations in a Ninth-Grade Science Textbook's Chemistry of Matter Unit: Evidence from Saudi Arabia |
Quelle | In: Cogent Education, 7 (2020) 1, Artikel 1808283 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2331-186X |
DOI | 10.1080/2331186X.2020.1808283 |
Schlagwörter | Foreign Countries; Chemistry; Science Instruction; Grade 9; Textbook Content; Textbooks; Scientific Concepts; Knowledge Level; Logical Thinking; Language Usage; Misconceptions; Concept Formation; Secondary School Science; Middle School Students; Saudi Arabia Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; Lehrbuchtext; Textbook; Text book; Schulbuch; Lehrbuch; Wissensbasis; Sprachgebrauch; Missverständnis; Concept learning; Begriffsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Saudi-Arabien |
Abstract | This study analyzed cognitive representations of knowledge from the chemistry of matter unit in a ninth-grade science textbook--the only authorized textbook in Saudi Arabia. It examined textual and visual information from two lessons in order to identify the textbook's introduction of concepts, linguistic context, integration of concepts, and the overall type of knowledge relayed to students. Results showed that Lesson 1 included more analogies than Lesson 2, while Lesson 2 included more relations than Lesson 1. Overall, scientific concepts were more often introduced through historical examples and context in Lesson 1 than in Lesson 2. In both lessons, concepts were integrated explicitly more often than implicitly. Finally, conceptual knowledge was presented more commonly than procedural knowledge in both lessons. I argue that enhancing certain aspects of cognitive representation--such as the use of analogies, linguistic context, relations among cognitive representations, and theological evidence in science textbooks--may reduce misconceptions and improve students' abilities to learn scientific concepts, especially abstract concepts. (As Provided). |
Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |