Analysis of activities included in Saudi Arabian chemistry textbooks for the inclusion of argumentation-driven inquiry skills

Exploring the Integration of Engineering Design Practices in Tenth-Grade Chemistry Activities

“…This result was expected since the chemistry textbook and experiment guidebook used in this study were translated McGraw-Hill series, which were prepared using the scientific inquiry approach, as suggested by NRC standards [ National Research Council (NRC), 1996 , 2000 , 2012 ], rather than the EDP suggested by the NGSS ( NGSS, Lead States, 2013 ). The EDP is supposed to prepare students to cope with real life experiences after their graduation from general education ( Aldahmash and Alamri, 2020 ; Aldahmash and Omar, 2021 ). The NGSS recommends using the textbooks to engage students in some form of scientific and engineering design process, such as those included in the analysis rubric.…”

“…It should be noted that inquiry skills are also not well-represented in the current science (Aldahmash et al, 2016). Analysis approaches for different science curricula have been made and revealed similar results (Ferreira and Morais, 2014;Elmas et al, 2020;Bakken and Andersson-Bakken, 2021;Ferreira and Saraiva, 2021;Vojíř and Rusek, 2022), mathematics (Aldahmash and Alamri, 2020) or chemistry textbooks (Aldahmash and Omar, 2021). Moreover, the inclusion of all inquiry skills was directed toward teacher-centered learning rather than student-centered learning, contrary to the NRC standards [National Research Council (NRC), 1996, 2000.…”

“…The rubric was developed and the targeted textbook analysis was conducted using the conceptual framework as a guide. Numerous other conceptual frameworks served as the prototype and guide for our study ( Chiappetta and Fillman, 2007 ; Kahveci, 2010 ; Dunne et al, 2012 ; Vesterinen et al, 2013 ; Aldahmash et al, 2016 ; Hirsch et al, 2017 ; Aldahmash and Alamri, 2020 ; Aldahmash and Omar, 2021 ). Chiappetta and Fillman (2007) , for example, used alternative frameworks to outline the inclusion of subject matter content, analyze the difficulty or readability of textbooks or content, and investigate the texts’ epistemological orientation.…”

“…The current study examined the chemistry textbook and experiment manual for the incorporation of EDP using modified rubrics based on the National Science Education Standards (NSES; National Research Council (NRC), 2012 ; NGSS, Lead States, 2013 ). The modifications were carried out using the same techniques as in related investigations ( Chiappetta and Fillman, 2007 ; Kahveci, 2010 ; Dunne et al, 2012 ; Mangold and Robinson, 2013 ; Vesterinen et al, 2013 ; Aldahmash et al, 2016 ; Aldahmash and Alamri, 2020 ; Aldahmash and Omar, 2021 ). The rubric for this study was designed using the eight NGSS practices ( NGSS, Lead States, 2013 ) and the additional redesign process ( Hirsch et al, 2017 ; see Table 1 ) included by us (henceforth the term EDP will include all nine practices):…”

An Analysis of the Changes in the Representation of Scientific Methods in Laboratory Work in Chinese Senior High School Chemistry Textbooks

“…In this sense, the design of laboratory work in textbooks exerts a crucial impact on how the idea of diverse scientific methods is effectively implemented. However, in existing studies, the laboratory work in chemistry textbooks was mainly analyzed from the aspects of inquiry levels, argumentation skills and arrangement characteristics. , It can be seen that nearly no empirical research targeted at the study of laboratory work in chemistry textbooks was conducted from the perspective of “scientific methods”. Only Wei et al investigated scientific methods represented in laboratory work of junior high school science textbooks (including chemistry textbooks) .…”