An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities

Chen, Xiaoge; Chiu, Mei Hung; Eilks, Ingo

doi:10.29333/ejmste/100642

Cited by 3 publications

(3 citation statements)

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“…12 Khaddoor, Al-Amoushab, and Eilks 12 examined 10 thgrade chemistry textbooks from seven Arab countries and analysed the intended curriculum as presented by them using the theoretical framework of curriculum emphases 34 and orientations of chemistry curricula. 13 Based on the methodology of Khaddoor et al, 12 Chen, Chiu and Eilks 76 focused on the representation of the intended curriculum in 10 th -grade chemistry textbooks from three Chinese communities. Chen, de Goes, Treagust and Eilks 77 analysed the visual representations of redox reactions in secondary chemistry textbooks from different Chinese communities, focusing on the orientation of the intended curriculum characterised by the contexts proposed for chemistry learning.…”

Section: The Context and The Purpose Of The Studymentioning

confidence: 99%

“…We employed a rubric, based on the criteria for textbook analysis by Devetak and Vorgrinc, 11 for qualitative content analysis of textbook sets in this research. The rubric, adapted by Khaddoor, Al-Amoush and Eilks, 12 as well as by Chen, Chie and Eliks, 76 was used in the analysis and is presented in Table 3.…”

Section: Instrumentsmentioning

confidence: 99%

“…The rubric used for analysed textbook sets adapted from Khaddoor, Al-Amoush, and Eilks12 and Chen, Chie, and Eliks 76. …”

mentioning

confidence: 99%

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Textbook Sets Through the Perspective of the Orientation of the Intended Chemistry Curriculum for Primary and Secondary Schools

Hrast,

Ferk Savec

2024

ACSi

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Textbooks have a central role in chemistry education and represent the intended chemistry curriculum at the national level. This paper focuses on analysing the intended chemistry curriculum as represented by the visual representations and the activities for students in the textbook sets in relation to the topics of the Slovenian National Chemistry Curriculum both at the primary and secondary school levels. The analysis involved all textbook sets approved by the national representatives for the 2021/2022 school year. The results revealed that in most of the curriculum topics in the analysed Slovenian chemistry textbook sets, the curriculum orientation structure of the discipline prevails and the everyday life orientation is present for both primary and secondary schools. To improve the relevance of the textbook sets for students, the currently rare presence of history of chemistry, environmental orientation, and technology and industry orientation and the lack of the use of socio-scientific orientation should be overcome. It would be valuable if further studies in textbook sets would also address the intended chemistry curriculum from a more holistic perspective.

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Section: The Context and The Purpose Of The Studymentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

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Textbook Sets Through the Perspective of the Orientation of the Intended Chemistry Curriculum for Primary and Secondary Schools

Hrast,

Ferk Savec

2024

ACSi

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A systematic review of the green and sustainable chemistry education research literature in mainland China

Eilks

2021

Sustainable Chemistry and Pharmacy

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An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping

Chen,

Wang,

Shao

et al. 2024

Discip Interdscip Sci Educ Res

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The development of students' core competencies for the future society has become a shared goal in curriculum reform worldwide. Efforts are being made to investigate which core competencies should be cultivated and how they relate to the curriculum content. Specifically, designing core competency-oriented intended curriculum and translating it into implemented curriculum are common concerns and challenges encountered by countries during curriculum reform. In order to promote mutual sharing and learning among different countries and regions, the Organization for Economic Co-operation and Development (OECD) developed an analytical comparison framework and standards based on The Future of Education and Skills project. This study conducted a comparison between the 2011 edition and 2022 edition of the Compulsory Education Chemistry Curriculum Standards (CECCS) for students in grade 7 to grade 9. It identified 737 coding units for five learning themes and conducted a specific analysis and comparison using the Curriculum Content Mapping (CCM) and Theme Content Mapping (TCM). Heat maps are generated to reflect the correlation between China's grade 7 to grade 9 CECCS and the twenty-eight competencies identified in the OECD project, as well as the main emphasis before and after the revision of the curriculum standards. A mixed research method of qualitative and quantitative analysis was conducted to explore the characteristics of Chinese chemistry curriculum structure. This study provides insights into experiences regarding embodying core competencies, designing competency-oriented intended curriculum, and providing guidance for curriculum implementation in grade 7 to grade 9. It allows both teachers and educators to identify areas for improvement.

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An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities

Cited by 3 publications

References 32 publications

Textbook Sets Through the Perspective of the Orientation of the Intended Chemistry Curriculum for Primary and Secondary Schools

Textbook Sets Through the Perspective of the Orientation of the Intended Chemistry Curriculum for Primary and Secondary Schools

A systematic review of the green and sustainable chemistry education research literature in mainland China

An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping

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