“…The use of textbooks has been a habitual means of supporting the effective teaching and learning of school subjects in primary and secondary schools, including the school subject chemistry. To support the quality of textbooks in chemistry education, much attention has been paid to the analysis of various aspects of the textbook, 66,67 for example, the analysis of the learning content, [68][69][70] the visual representations and their integration, 9,71,72 and the learning activities. [73][74][75] However, few textbook analyses focus on the aspect that textbooks convey not only explicit information but also hidden ideas, for example, the purpose of learning chemistry subject matter 13 and, as such, represent intended chemistry curriculum and direct to its orientation.…”