Preferred Chemistry Curriculum Perspective: Teachers' Perception of Lower-Secondary School Textbooks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10427440" target="_blank" >RIV/00216208:11410/21:10427440 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jCc6Cb7lYW" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jCc6Cb7lYW</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33225/jbse/21.20.316" target="_blank" >10.33225/jbse/21.20.316</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Preferred Chemistry Curriculum Perspective: Teachers' Perception of Lower-Secondary School Textbooks

Popis výsledku v původním jazyce

The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals&apos; point of view, it is necessary to pay attention to the teachers&apos; textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers&apos; perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers&apos; perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.

Název v anglickém jazyce

Preferred Chemistry Curriculum Perspective: Teachers' Perception of Lower-Secondary School Textbooks

Popis výsledku anglicky

The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals&apos; point of view, it is necessary to pay attention to the teachers&apos; textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers&apos; perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers&apos; perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.

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

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Journal of Baltic Science Education

ISSN

1648-3898

e-ISSN

—

Svazek periodika

20

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

16

Strana od-do

316-331

Kód UT WoS článku

000637528500012

EID výsledku v databázi Scopus

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