Analysis of Physics Textbooks through the Lens of Inquiry Practices

Autor/inn/en	Halawa, Suarman; Hsu, Ying-Shao; Zhang, Wen-Xin
Titel	Analysis of Physics Textbooks through the Lens of Inquiry Practices
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 4, S.497-506 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsu, Ying-Shao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00671-4
Schlagwörter	Physics; Science Instruction; Textbooks; Content Analysis; Learning Activities; Sociocultural Patterns; Scientific Principles; Inquiry; Active Learning; Science Curriculum; High School Students; Affective Behavior; Epistemology; Cognitive Processes; Observation; Communication Skills; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Lernaktivität; Soziokulturelle Theorie; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Affective disturbance; Active behaviour; Affektive Störung; Erkenntnistheorie; Cognitive process; Kognitiver Prozess; Beobachtung; Kommunikationsstil; Ausland; Indonesien
Abstract	The purpose of this study is to analyze the learning goals, nature of science, inquiry skills, understanding of inquiry, and inquiry types in the senior high school physics textbooks in Indonesia. We selected the textbooks based on three criteria: (1) approved by the Ministry of Education and Culture in Indonesia, (2) widely used in senior high schools, and (3) included content and practices based on the current curriculum. Content analysis was used to analyze 10th, 11th, and 12th grade textbooks. We found that more physics topics focused on the cognitive than on the epistemic, affective, and sociocultural aspects in these textbooks. The findings show that nature of science was emphasized in the textbooks, but they were more focused on science as a cognitive-epistemic system. Furthermore, we found that structured inquiry was more emphasized than confirmed and guided inquiry. Finally, structured inquiry focused more on inquiry skills than on the understanding of inquiry in all three textbooks, while observing and communicating skills were more emphasized in the physics activities. It is suggested that more studies need to develop inquiry activities that focus on understanding inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01