Comparison of Nature of Science Representations in Five Chinese High School Physics Textbooks

Autor/inn/en	Zhuang, Haoli; Xiao, Yang; Liu, Qiaoyi; Yu, Bing; Xiong, Jianwen; Bao, Lei
Titel	Comparison of Nature of Science Representations in Five Chinese High School Physics Textbooks
Quelle	In: International Journal of Science Education, 43 (2021) 11, S.1779-1798 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiao, Yang) ORCID (Liu, Qiaoyi) ORCID (Yu, Bing) ORCID (Bao, Lei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1933647
Schlagwörter	Foreign Countries; Scientific Principles; Physics; Science Instruction; Textbooks; Textbook Content; High Schools; Secondary School Science; Scientific Concepts; Accuracy; China + Suchen Sie Ihr Suchwort? Ausland; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; High school; Oberschule
Abstract	Formal understanding of the nature of science (NOS) has been considered to be a major contributor to nurturing students' scientific literacy. In China, this view has been endorsed in the new standard for high school physics curriculum, which has guided the development of the new generation physics textbooks. Following the analytical framework established in the recent literature, this study evaluates the NOS representations in five textbooks approved by the Chinese Ministry of Education regarding the extent, the manner (explicit vs. implicit), the accuracy and completeness (from naïve to informed), and the overall consistency of different aspects of NOS. The results show that the representations of NOS in all five physics textbooks are far from satisfactory. The aspects of NOS are fully represented by only three textbooks. For all textbooks, the NOS representations are distributed unevenly throughout the contents, most of which are presented in a few pages of the preface and postscript chapters. Meanwhile, more than half of the aspects are represented implicitly, and the scientific method is poorly or inconsistently represented in three of the five textbooks. It is suggested that NOS needs to be represented explicitly and distributed evenly throughout a textbook in future revisions of the textbooks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01