Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science
Based on the analytical framework of nature of science (NOS) in junior school science textbooks, a content analysis method was adopted to analyze the NOS in junior middle school physical textbooks (grade 8) of five editions authorized by the Ministry of Education of China, and the features of NOS we...
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| Veröffentlicht in: | Research in science education (Australasian Science Education Research Association) 2020-06, Vol.50 (3), p.833-844 |
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| container_title | Research in science education (Australasian Science Education Research Association) |
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| creator | Li, Xiying Tan, Zuyu Shen, Jiliang Hu, Weiping Chen, Yinghe Wang, Jingying |
| description | Based on the
analytical framework of nature of science
(NOS) in junior school science textbooks, a content analysis method was adopted to analyze the NOS in junior middle school physical textbooks (grade 8) of five editions authorized by the Ministry of Education of China, and the features of NOS were analyzed and compared. It was found that all five textbooks presented poor representations of NOS. None of these five editions were scientifically objective, nor did they include discussions of scientific laws and theories. Furthermore, they rarely presented empirical evidence to support their arguments. The explicit representations of NOS were particularly inadequate. |
| doi_str_mv | 10.1007/s11165-018-9713-z |
| format | Article |
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analytical framework of nature of science
(NOS) in junior school science textbooks, a content analysis method was adopted to analyze the NOS in junior middle school physical textbooks (grade 8) of five editions authorized by the Ministry of Education of China, and the features of NOS were analyzed and compared. It was found that all five textbooks presented poor representations of NOS. None of these five editions were scientifically objective, nor did they include discussions of scientific laws and theories. Furthermore, they rarely presented empirical evidence to support their arguments. The explicit representations of NOS were particularly inadequate.</description><identifier>ISSN: 0157-244X</identifier><identifier>EISSN: 1573-1898</identifier><identifier>DOI: 10.1007/s11165-018-9713-z</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Comparative Analysis ; Content Analysis ; Education ; Empirical analysis ; Foreign Countries ; Grade 8 ; Guidelines ; Junior High School Students ; Physics ; Representations ; Science Education ; Science Instruction ; Scientific laws ; Scientific Principles ; Teaching Methods ; Textbooks</subject><ispartof>Research in science education (Australasian Science Education Research Association), 2020-06, Vol.50 (3), p.833-844</ispartof><rights>Springer Science+Business Media B.V., part of Springer Nature 2018</rights><rights>Springer Science+Business Media B.V., part of Springer Nature 2018.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c338t-c5cf51f241f4afb5c2d95cce93c54f92426c86cbc44d5d95e2a8f54de8a78e793</citedby><cites>FETCH-LOGICAL-c338t-c5cf51f241f4afb5c2d95cce93c54f92426c86cbc44d5d95e2a8f54de8a78e793</cites><orcidid>0000-0002-6109-7542</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11165-018-9713-z$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11165-018-9713-z$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1256392$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Li, Xiying</creatorcontrib><creatorcontrib>Tan, Zuyu</creatorcontrib><creatorcontrib>Shen, Jiliang</creatorcontrib><creatorcontrib>Hu, Weiping</creatorcontrib><creatorcontrib>Chen, Yinghe</creatorcontrib><creatorcontrib>Wang, Jingying</creatorcontrib><title>Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science</title><title>Research in science education (Australasian Science Education Research Association)</title><addtitle>Res Sci Educ</addtitle><description>Based on the
analytical framework of nature of science
(NOS) in junior school science textbooks, a content analysis method was adopted to analyze the NOS in junior middle school physical textbooks (grade 8) of five editions authorized by the Ministry of Education of China, and the features of NOS were analyzed and compared. It was found that all five textbooks presented poor representations of NOS. None of these five editions were scientifically objective, nor did they include discussions of scientific laws and theories. Furthermore, they rarely presented empirical evidence to support their arguments. The explicit representations of NOS were particularly inadequate.</description><subject>Comparative Analysis</subject><subject>Content Analysis</subject><subject>Education</subject><subject>Empirical analysis</subject><subject>Foreign Countries</subject><subject>Grade 8</subject><subject>Guidelines</subject><subject>Junior High School Students</subject><subject>Physics</subject><subject>Representations</subject><subject>Science Education</subject><subject>Science Instruction</subject><subject>Scientific laws</subject><subject>Scientific Principles</subject><subject>Teaching Methods</subject><subject>Textbooks</subject><issn>0157-244X</issn><issn>1573-1898</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><recordid>eNp1kFtLAzEQhYMoWC8_wAch4PNqrnt5lNJai6h4Ad9Cmp3YaN3UZFdsf72pK_rk08xwvjnDHISOKDmlhBRnkVKay4zQMqsKyrP1FhpQWfCMllW5jQYkDRkT4mkX7cX4QginecEHaHHe6MUquoi9xWP3AXjaNc4HPHHPc3xv5t4v8O08ESbiB_hsZ96_RvwYocauwcO5azS2ib-DZYAITatb55tvu2vddgE23b1x0Bg4QDtWLyIc_tR99DgePQwn2dXNxeXw_CoznJdtZqSxklomqBXazqRhdSWNgYobKWzFBMtNmZuZEaKWSQKmSytFDaUuSigqvo9Oet9l8O8dxFa9-C6kR6NiglR5IaSQiaI9ZYKPMYBVy-DedFgpStQmVNWHqlKoahOqWqed434HgjO__GhKmcx5xZLOej0mrXmG8Hf5f9MvWQyFBA</recordid><startdate>20200601</startdate><enddate>20200601</enddate><creator>Li, Xiying</creator><creator>Tan, Zuyu</creator><creator>Shen, Jiliang</creator><creator>Hu, Weiping</creator><creator>Chen, Yinghe</creator><creator>Wang, Jingying</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-6109-7542</orcidid></search><sort><creationdate>20200601</creationdate><title>Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science</title><author>Li, Xiying ; Tan, Zuyu ; Shen, Jiliang ; Hu, Weiping ; Chen, Yinghe ; Wang, Jingying</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c338t-c5cf51f241f4afb5c2d95cce93c54f92426c86cbc44d5d95e2a8f54de8a78e793</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Comparative Analysis</topic><topic>Content Analysis</topic><topic>Education</topic><topic>Empirical analysis</topic><topic>Foreign Countries</topic><topic>Grade 8</topic><topic>Guidelines</topic><topic>Junior High School Students</topic><topic>Physics</topic><topic>Representations</topic><topic>Science Education</topic><topic>Science Instruction</topic><topic>Scientific laws</topic><topic>Scientific Principles</topic><topic>Teaching Methods</topic><topic>Textbooks</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Li, Xiying</creatorcontrib><creatorcontrib>Tan, Zuyu</creatorcontrib><creatorcontrib>Shen, Jiliang</creatorcontrib><creatorcontrib>Hu, Weiping</creatorcontrib><creatorcontrib>Chen, Yinghe</creatorcontrib><creatorcontrib>Wang, Jingying</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Research in science education (Australasian Science Education Research Association)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Li, Xiying</au><au>Tan, Zuyu</au><au>Shen, Jiliang</au><au>Hu, Weiping</au><au>Chen, Yinghe</au><au>Wang, Jingying</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1256392</ericid><atitle>Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science</atitle><jtitle>Research in science education (Australasian Science Education Research Association)</jtitle><stitle>Res Sci Educ</stitle><date>2020-06-01</date><risdate>2020</risdate><volume>50</volume><issue>3</issue><spage>833</spage><epage>844</epage><pages>833-844</pages><issn>0157-244X</issn><eissn>1573-1898</eissn><abstract>Based on the
analytical framework of nature of science
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| source | SpringerNature Journals; Education Source |
| subjects | Comparative Analysis Content Analysis Education Empirical analysis Foreign Countries Grade 8 Guidelines Junior High School Students Physics Representations Science Education Science Instruction Scientific laws Scientific Principles Teaching Methods Textbooks |
| title | Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science |
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