Identifying and challenging the narrow cognitive demands of science textbooks

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Identifying and challenging the narrow cognitive demands of science textbooks

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Identifying and challenging the narrow cognitive demands of science textbooks

Popis výsledku anglicky

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.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

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Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Challenges in Science Education: Global Perspectives for the Future

ISBN

978-3-031-18092-7

Počet stran výsledku

25

Strana od-do

279-303

Počet stran knihy

537

Název nakladatele

Springer International Publishing

Místo vydání

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Kód UT WoS kapitoly

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