Identifying and challenging the narrow cognitive demands of science textbooks

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3APE4WU9SV" target="_blank" >RIV/00216208:11320/25:PE4WU9SV - isvavai.cz</a>

Result on the web

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160368698&doi=10.1007%2f978-3-031-18092-7_13&partnerID=40&md5=2f11b9f41413f8c330e72d30c6a1157a" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160368698&doi=10.1007%2f978-3-031-18092-7_13&partnerID=40&md5=2f11b9f41413f8c330e72d30c6a1157a</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-18092-7_13" target="_blank" >10.1007/978-3-031-18092-7_13</a>

Result language

angličtina

Original language name

Identifying and challenging the narrow cognitive demands of science textbooks

Original language description

Textbooks can act as filters and conduits between educational policies and classroom teaching. This research analyzes the cognitive demands of questions in nine senior science textbooks written for the recently reformed curriculum in Queensland, Australia. Marzano and Kendall's (The new taxonomy of educational objectives (2nd ed.). Corwin Press, 2007) New Taxonomy of Educational Objectives is used as theoretical framework to classify cognitive skills required by students to successfully complete questions. Results show that the textbook questions emphasize lower-order cognitive skills, such as retrieval and knowledge comprehension over real-world application of knowledge, metacognitive thinking, or reflection on beliefs and emotions. Textbook questions seem to prioritize the learning of facts over processes, linguistic over symbolic responses, and deductive over inductive reasoning. A focus on a narrow range of cognitive skills in science textbooks may give students a false impression of the nature of science knowledge and scientific practices beyond school. Future science textbook developers need to consider the alignment of textbook content with the aims of courses and the needs of students. The challenge for science educators is to critically select high-quality teaching resources at a time of continuously increasing choice to ensure that students are able to meet the diverse cognitive, affective, and ethical demands of a globally changing milieu. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.

Czech name

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Czech description

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Type

C - Chapter in a specialist book

CEP classification

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OECD FORD branch

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Project

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Continuities

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Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Book/collection name

Challenges in Science Education: Global Perspectives for the Future

ISBN

978-3-031-18092-7

Number of pages of the result

25

Pages from-to

279-303

Number of pages of the book

537

Publisher name

Springer International Publishing

Place of publication

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UT code for WoS chapter

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