Analysis of text difficulty in lower-secondary chemistry textbooks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10386716" target="_blank" >RIV/00216208:11410/19:10386716 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=FDVwVFKlRL" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=FDVwVFKlRL</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1039/c8rp00141c" target="_blank" >10.1039/c8rp00141c</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Analysis of text difficulty in lower-secondary chemistry textbooks

Popis výsledku v původním jazyce

This paper focuses on the procedure and results for analyzing text-difficulty in lower-secondary chemistry textbooks in the Czech Republic. The authors use established methodology for text-difficulty analysis by Nestler, adapted by Pruocha and Pluskal by adding a second independent analyser to improve reliability. Some textbooks do not follow the expected trend of either text-difficulty coherence or increasing text-difficulty between books for the 8th and 9th grade. No trend in topic difficulty was found either. The results show that learning outcomes may differ significantly when different books are used, despite the fact that they are supposed to support the same curriculum. For this reason, the results serve to support not only teachers when selecting a textbook, but also researchers as a starting point for lesson observations.

Název v anglickém jazyce

Analysis of text difficulty in lower-secondary chemistry textbooks

Popis výsledku anglicky

This paper focuses on the procedure and results for analyzing text-difficulty in lower-secondary chemistry textbooks in the Czech Republic. The authors use established methodology for text-difficulty analysis by Nestler, adapted by Pruocha and Pluskal by adding a second independent analyser to improve reliability. Some textbooks do not follow the expected trend of either text-difficulty coherence or increasing text-difficulty between books for the 8th and 9th grade. No trend in topic difficulty was found either. The results show that learning outcomes may differ significantly when different books are used, despite the fact that they are supposed to support the same curriculum. For this reason, the results serve to support not only teachers when selecting a textbook, but also researchers as a starting point for lesson observations.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Chemistry Education, Research and Practice

ISSN

1756-1108

e-ISSN

—

Svazek periodika

2019

Číslo periodika v rámci svazku

20

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

10

Strana od-do

85-94

Kód UT WoS článku

000482260100006

EID výsledku v databázi Scopus

2-s2.0-85065991629