A Content Analysis of Cognitive Representations in a Ninth-Grade Science Textbook's Chemistry of Matter Unit: Evidence from Saudi Arabia

Autor/in	Sozan H., Omar
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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