EVALUATION OF CZECH NON-CHEMICAL VOCATIONAL SCHOOL CHEMISTRY TEXTBOOKS' TEXT DIFFICULTY
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10438971" target="_blank" >RIV/00216208:11410/21:10438971 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=n5yDV-boIc" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=n5yDV-boIc</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.2478/cdem-2021-0008" target="_blank" >10.2478/cdem-2021-0008</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
EVALUATION OF CZECH NON-CHEMICAL VOCATIONAL SCHOOL CHEMISTRY TEXTBOOKS' TEXT DIFFICULTY
Popis výsledku v původním jazyce
The paper follows the first author's continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks' text-difficulty (readability). The results show there are two books which are suitable for students' own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher's guide through terms rather than student's textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.
Název v anglickém jazyce
EVALUATION OF CZECH NON-CHEMICAL VOCATIONAL SCHOOL CHEMISTRY TEXTBOOKS' TEXT DIFFICULTY
Popis výsledku anglicky
The paper follows the first author's continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks' text-difficulty (readability). The results show there are two books which are suitable for students' own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher's guide through terms rather than student's textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2021
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Chemistry, Didactics, Ecology, Metrology
ISSN
1640-9019
e-ISSN
—
Svazek periodika
26
Číslo periodika v rámci svazku
1-2
Stát vydavatele periodika
PL - Polská republika
Počet stran výsledku
10
Strana od-do
99-108
Kód UT WoS článku
000746458500008
EID výsledku v databázi Scopus
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