Year: 2014
Type: article
Abstract: From primary school through university and beyond, textbooks are crucial for teaching and learning science. In most cases the content of the books is aligned with intended state curricula, and teachers in many countries use textbooks at least to guide lesson preparation. Therefore, textbooks are discussed as an implemented curriculum. Many existing studies have been conducted on the content of science textbooks. Using different methods, Biology textbooks as well as Physics textbooks could be shown to be not very coherent in sense of using striking scientific terms regularly. However from the viewpoint of learning only the frequent use of a term will elicit stable propositions around the term, which allows emerging concepts associated with the terms in the mental representation of the readers.
DOI: 10.18452/8210
Author: Härtig, Hendrik
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2319980397