An Analysis of the Representation of Practical Work in Secondary Chemistry Textbooks from Different Chinese Communities

Autor/inn/en	Chen, Xiaoge; Eilks, Ingo
Titel	An Analysis of the Representation of Practical Work in Secondary Chemistry Textbooks from Different Chinese Communities
Quelle	In: Science Education International, 30 (2019) 4, S.354-363 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Chemistry; Science Instruction; Grade 10; High School Students; Content Analysis; Foreign Countries; Cross Cultural Studies; Teaching Methods; Outcomes of Education; Illustrations; Laboratory Experiments; China; Malaysia; Taiwan + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inhaltsanalyse; Ausland; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Bildliche Darstellung; Laboratory work; Laborarbeit
Abstract	This study analyzed representations of practical work in 10th grade chemistry textbooks and associated experimental workbooks from different Chinese communities. In the field of textbook research, science education textbooks research is unbalanced between regions. In the case of chemistry textbooks analysis within the Chinese context, textbook studies are even more limited. To close the gap, this paper contributes to the current body of knowledge of how practical work in secondary chemistry education is suggested to be applied in Chinese educational contexts. A total of 508 representations related to practical work were identified in seven sets of textbooks from Mainland China, Taiwan, and the Chinese sector in Malaysia. The goal was to gain basic insights into the features associated with suggested approaches to practical work in the textbooks. Our focus was on the suggested type of learning, intended learning outcomes, inquiry level, and aspects of students' engagement with practical work. The results indicated a prevalence of prescribed experiments. This preference was then followed by illustrations of facts and laboratory operation processes. Only a limited amount of scientific inquires with at least some amount of openness were located among the list of preferred items. The intended learning outcomes mainly aim at learning facts. Most textbooks suggest using a structured learning approach. Some suggestions of inquiry-based learning using either guided or open inquiry approaches do occur, but they are relatively limited in the textbooks and do not appear frequently. The results of this study may provide a view for science textbook editors and curriculum designers to identify areas for further improvement. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01