Preferred Chemistry Curriculum Perspective: Teachers’ Perception of Lower-Secondary School Textbooks

Abstract

The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers’ perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers’ perception of textbooks, potential limits were identified in implementing innovations in (chemical) education. Keywords: chemistry textbooks, lower-secondary school science education, teachers' teaching conception

Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia

“…Sikorová (2010 found that 26% of teachers followed textbooks systematically, with only 55% changing the way topics were presented in their own lesson preparations. Vojíř and Rusek (2021) proved that this approach is not influenced by the length of teachers' practice. Li (2013) as well as Orafi and Borg (2009) offered an explanation by arguing it is a combination of teachers' lack of confidence, experience or subject knowledge which makes them rely on textbooks this much.…”

“…When preparing for their lessons, they consult textbooks as the primary source of information (Johansson, 2006;Sikorová, 2005). Whereas Sikorová (2010) reported over 30% of teachers using more than one textbook, Vojíř and Rusek (2021) found over 80% use even more textbooks. This could be explained by the teachers considering textbooks a convenient source of the materials they seek, nevertheless, Bakken (2019) found that some consider textbooks obligatory.…”

“…Lepik et al (2015) and (Sikorová, 2005) found that teachers also seek methods to use in their lessons. As most textbooks are taken up with the explanatory texts (Červenková, 2010;Vojíř & Rusek, 2021), this could also be the reason for the prevailing transmissive teaching style. It is partly logical as textbooks are supposed to present the subject-matter, however, as shown in the paragraphs above, teachers prefer doing the reading themselves and then having the lecture.…”

“…In their previous study, Vojíř and Rusek (2021) discussed whether textbooks show teachers the trend or the other way round, teachers choose textbooks which fit their teaching style. One way or another, textbooks provide additional materials for teachers.…”

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

“…Textbooks play an irreplaceable role in promoting students' mastery of scientific knowledge and organization of learning activities. Besides, textbooks are the factor affecting students' academic performance (Aldahmash et al, 2016;Andersen, 2020;Polikoff, 2015), and the guarantee for teachers to implement curriculum standards (Hill, 2001), so it is necessary to examine the textbooks (Vojíř & Rusek, 2021). Under the standards-based reform, standards become the important basis of measurement, guide the curriculum development and classroom teaching, and put forward clear goals and expectations for teachers to improve teaching quality and students to improve their academic performance (Troia et al, 2018).…”