Representations of Nature of Science in High School Physics Textbooks

Abstract

Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.

Nature of Science: A Comparative Analysis of the High School Physics Textbooks in Indonesia and Korea

“…More than half of the NoS indicators in the Indonesian high school physics textbook for class X are indicators of theory and law. Ardwiyanti et al (2021) also revealed that the Indonesian high school physics textbook for class X did not yet explicitly, correctly, or completely include aspects of the NoS. The aspects of scientific laws and the application of science in social and cultural contexts were the most emphasized in the three high school physics textbooks that they examined.…”

“…Furthermore, Dhamayanti et al (2019) limited their study to one chapter in two types of high school physics textbooks for class X. Then, another study only looked at three chapters for three different types of high school physics textbooks for class X (Ardwiyanti et al, 2021). The findings of this study provided an overview of the NoS in Indonesian high school physics textbooks.…”

“…In addition, although 7% of OECD students are considered to be at Level 5 or 6 proficiency in science (OECD, 2019), only 1% of Indonesian students achieve this level. Ardwiyanti et al (2021) and Dhamayanti et al (2019) have examined NoS in Indonesian high school physics textbooks. Both of them claimed that NoS is still not properly and comprehensively stressed in high school physics textbooks.…”

“…They also claim that in the four physics syllabuses reviewed, much attention has been paid to competencies without overt links to the works of scientists. Ardwiyanti et al (2021) and Dhamayanti et al (2019) have examined NoS in high school physics textbooks in Indonesia. However, these two studies only looked at class X high school physics textbooks.…”