Reading textual and non-textual explanations in chemistry texts and textbooks – a review

Meyer, David J.; Pietzner, Verena

doi:10.1039/d2rp00162d

Cited by 2 publications

(2 citation statements)

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“…Within the area of chemistry education, recent research studies investigating chemistry textbooks have focused on several aspects conveyed in textbooks including chemical representations (Akaygun, 2018;Demirdoğan, 2017;Farida et al, 2018;Upahi & Ramnarain, 2019), usage of analogies (Şendur et al, 2011), assessment and evaluation approaches (Gültekin & Nakiboğlu, 2016), the acquisition of content and scientific skills (Koray et al, 2006;Şen & Nakiboğlu, 2012), science textbook tasks (Bakken & Andersson-Bakken, 2021;Vojir & Rusek, 2022), textual and non-textual explanations (Meyer & Pietzner, 2022) and the practical work representations (Chen & Eilks, 2019). It is important for chemistry educators to know how each of these aspects are given in the textbooks for future planning.…”

Section: Literature Reviewmentioning

confidence: 99%

Periodic Table Representations in Turkish Upper-Secondary School Chemistry Textbooks and the Chemistry Teachers’ Opinions on Them

Akaygün

Arkun

2022

JBSE

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Periodic table is an important tool of chemistry for understanding the structure, function, and properties of the elements. Periodic table representations given in upper-secondary school chemistry textbooks are critical as they introduce chemical concepts. This study aimed to explore the features of periodic table representations given in Turkish upper-secondary school chemistry textbooks and the opinions of chemistry teachers who were using these textbooks in their classes. This qualitative study was composed of two stages. In the first stage, seven different upper-secondary school chemistry textbooks commonly used in Turkey were selected and analyzed by content analysis based on five criteria; type, content, portrayal, periodic trends, and color, emerged from the data. In the second stage, interviews were conducted by seven chemistry teachers who were actively using these textbooks in their classes. The results showed that generally teachers liked the basic, color-coded, recent, accurate periodic table representations to introduce the concepts. While teaching, they mostly preferred to show a complete periodic table first, and then the segmented ones. For the periodic trends, they agreed to include numerical values on the periodic table for letting students make sense of these values instead of having arrows that may cause memorization. Keywords: Turkish chemistry textbooks, periodic table representations, periodic trend, chemistry education

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Section: Literature Reviewmentioning

confidence: 99%

Periodic Table Representations in Turkish Upper-Secondary School Chemistry Textbooks and the Chemistry Teachers’ Opinions on Them

Akaygün

Arkun

2022

JBSE

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“…In a recent review by Meyer & Pietzner (2022), the influence of textbook language and reading was assessed. The review revealed that these aspects have primarily been investigated in relation to the understanding of concepts and non-textual explanations, with recent growth in the exploration of these non-textual aspects.…”

Section: Introductionmentioning

confidence: 99%

Exploring Bachelard’s Epistemological Obstacles in Physical Chemistry Textbooks: The Case of Thermodynamics Concepts

Souza,

Passos,

Netz

2023

Acta Sci.

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Background: Although textbooks are used at all education levels, they are not free from errors, mistakes, and misconceptions. In the literature, many works have investigated textbooks in various ways, with particular emphasis on the influence of language. Objectives: The objectives of this study were to identify types of epistemological obstacles, according to Gaston Bachelard's philosophy, associated with the Classical Thermodynamics concepts in higher education physical chemistry textbooks commonly utilised in chemistry and related programs in Brazil. Design: We employed a qualitative methodology based on content analysis to identify thermodynamics concepts and types of epistemological obstacles in higher education textbooks. Setting and participants: For the identification of epistemological obstacles, we selected three representative textbooks used in university programs: P. W. Atkins, D. Ball, and I. Levine. Data collection and analysis: We only analysed the chapters that addressed Classical Thermodynamics, specifically focusing on the concepts of temperature, heat, work, energy, internal energy, and entropy. We used a priori categories that encompassed the obstacles identified by Bachelard. Results: Our findings revealed the presence of general knowledge, verbal, substantialist, and realist obstacles in the selected textbooks, with the concepts most associated with these obstacles being heat, energy, and entropy. Conclusions: By applying Bachelard's ideas, we were able to identify epistemological obstacles in higher education textbooks. This may be one of the causes of the perpetuation of misconceptions and historical, scientific errors related to the concepts of thermodynamics.

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Reading textual and non-textual explanations in chemistry texts and textbooks – a review

Abstract: Reading is an integral part of chemistry education. The language of chemistry plays a major role when reading chemistry texts and textbooks. Reading textual and non-textual explanations impact students’ understanding...

Cited by 2 publications

References 128 publications

Periodic Table Representations in Turkish Upper-Secondary School Chemistry Textbooks and the Chemistry Teachers’ Opinions on Them

Periodic Table Representations in Turkish Upper-Secondary School Chemistry Textbooks and the Chemistry Teachers’ Opinions on Them

Exploring Bachelard’s Epistemological Obstacles in Physical Chemistry Textbooks: The Case of Thermodynamics Concepts

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