Comparison of nature of science representations in five Chinese high school physics textbooks

Zhuang, Haoli; Xiao, Yang; Liu, Qiaoyi; Yu, Bing; Xiong, Jianwen; Bao, Lei

doi:10.1080/09500693.2021.1933647

Cited by 23 publications

(10 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A recent study on representations of NOS in the science curriculum in Norway showed that social values and scientific practices are emphasized in the curriculum (Mork et al, 2022), which contrasts with other related studies. NOS aspects have also been included explicitly in the science curriculum in China, however, the majority of the NOS aspects are represented implicitly in five textbooks analyzed and the 'scientific method' is inconsistently or poorly represented in three of the five books (Zhuang et al, 2021). Furthermore, Olson (2018) revealed that NOS aspects rarely occurred from standards documents of nine diverse countries (Australia, Canada, Colombia, Indonesia, Lebanon, Mexico, Thailand, South Africa, and the USA), with the notable exception of Australia.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries

Bosco

Yadav

Mashood

2022

IJLTER

View full text Add to dashboard Cite

For several decades, nature of Science (NOS) has been advocated as the fourth dimension of science teaching and is a fundamental source of in-depth learning and teaching. In addition to improving learning and teaching of science, the explicit inclusion of NOS in science curricula helps the creation of a responsible citizenry. Here, we analyze the representation of NOS aspects in science curricula, particularly in the physics syllabi in four East African Community (EAC) countries: Burundi, Rwanda, Tanzania, and Uganda. These EAC countries have been purposively selected because of sharing similar culture and history as neighboring countries. To compare NOS representation in the physics content, five major topic areas (mechanics, heat and thermodynamics, oscillations and waves, electricity, and atomic physics) were randomly selected from the syllabi used in advanced level secondary schools. The paper critically analyzes the representation of NOS aspects throughout front matter (introductions and rationales) and back matter (appendices and references), content, teaching methods, and assessment procedures proposed in these physics’ syllabi. Based on the analysis of data, the findings reveal that NOS aspects are not explicitly represented in the four physics syllabi analyzed. This study also found that in four syllabi reviewed, competencies were given much attention without any overt connection to the work of scientists. Finally, we suggest possible ways to improve NOS representation in the science curriculum.

show abstract

Section: Discussion Of the Findingsmentioning

confidence: 99%

Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries

Bosco

Yadav

Mashood

2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…The previous studies of textbook analysis tend to explore the concept of learning and how the idea was integrated, nontextual elements in textbooks, visual representations, learning content, or commentary of learning texts [18]. Research on science textbooks mainly investigates science literacy, especially in the Nature of Science (NOS) [19][20][21][22][23].…”

Section: Icmscementioning

confidence: 99%

Content Analysis of Chemistry Textbooks in the Chapter on Thermochemistry

Yuliani,

2024

KSS

View full text Add to dashboard Cite

This study aimed to analyze the aspects of the general chemistry textbook in the chapter on thermochemistry. We reviewed three general chemistry textbooks commonly used in basic chemistry courses. This study used a qualitative approach by content analysis. The focus of this study was the thermochemistry chapter because this topic was considered to be difficult by students. Data analysis was carried out descriptively by combining similar data within the chemical literacy framework. The analysis results indicated that the three textbooks fulfilled most of the chemical content knowledge indicators, except for chemistry as an experimental discipline. The textbooks provided insights that chemistry can be used to explain phenomena in everyday life, to make decisions and participate in social debates on chemistry-related issues, and to understand the relationship between innovations in chemistry and sociological processes. The textbooks also presented knowledge that can encourage the enhancement of high-order learning skills, particularly in the review problems section. Keywords: chemistry, textbook, thermochemistry

show abstract

“…NOS has been mentioned in science curriculum documents in relation to scientific literacy for the past 20 years. Chinese science-based curricula emphasize a shift from knowledge to scientific literacy (Wei and Thomas, 2005), and some aspects of NOS are explicitly or implicitly represented in science textbooks (Zhuang et al, 2021). NOS is emphasized in official curriculum documents, though senior high schools adopt a separate science curriculum (MOE, 2017).…”

Section: Nature Of Sciencementioning

confidence: 99%

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Wan

Subramaniam

2023

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

Though there are a multiplicity of approaches that have been used to promote Nature of Science (NOS) among school students, an approach based on exploration of a scientific discovery indigenous to the sample population, of contemporary interest, and based on a topic outside the school science syllabus seems to be lacking in the literature. This study focused on Chinese high school students (N = 98), using the discovery of an anti-malarial drug by a recent Nobel Prize winning Chinese scientist as a focus. A popular science article on this discovery formed the basis for the intervention, and a mainly qualitative approach was used. Variants of an explicit-reflective approach were used for the three groups formed by random sampling for the intervention. The four NOS attributes targeted were: socio-cultural, empirical nature, scientific method, and creativity/imagination, and these were explicitly interrogated through four open-ended questions, respectively. Responses to these questions were parked into five rating levels, which helped to explicate the extent to which the samples were able to provide descriptors to characterize their understandings. The approach based on reading of the article followed by student discussions and mediation by the instructor showed, overall, more gains in NOS as compared to just (1) reading/re-reading of the article and reflecting on it, and (2) reading of the article followed by small sub-group discussions and reflecting on it. It is suggested that there is a case for using indigenous scientific discovery as an approach to foster interest in NOS among students. Some implications of the study are discussed.

show abstract

Comparison of nature of science representations in five Chinese high school physics textbooks

Cited by 23 publications

References 49 publications

Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries

Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries

Content Analysis of Chemistry Textbooks in the Chapter on Thermochemistry

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Contact Info

Product

Resources

About