文章基本信息

标题：States of matter explanations in Slovenian textbooks for students aged 6 to 14
本地全文：下载
作者：Iztok Devetak ; Janez Vogrinc ; Saša A. Glažar 等
期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2010
卷号：5
期号：2
页码：217-235
出版社：IJESE
摘要：The basic aim of this study is to investigate the content of textual and pictorial material of Slovenian science textbooks and notebooks on topic states of matter. The paper presents the results of the analysis of educational material from two randomly selected publishers for students aged 6 to 14 in the Slovenian primary and the lower secondary school. One topic area (states of matter) was selected to be analysed. The first part of the analysis includes exercise and images analysis according to the selected framework, and the second one content analysis identifying key concepts and connections between them according to the national curriculum recommendations. Results show quite a few similarities between the analysed programmes (number of pages, type of items) but some differences could be detected when comparing the type of images in the educational material. The content analysis of the selected textbooks also shows that they retain the content directed by the national curriculum, but the ways (examples, content of the images etc.) in which authors present the topic differ
关键词：The basic aim of this study is to investigate the content of textual and pictorial material of Slovenian science textbooks and notebooks on topic states of matter. The paper presents the results of the analysis of educational material from two randomly selected publishers for students aged 6 to 14 in the Slovenian primary and the lower secondary school. One topic area (states of matter) was selected to be analysed. The first part of the analysis includes exercise and images analysis according to the selected framework; and the second one content analysis identifying key concepts and connections between them according to the national curriculum recommendations. Results show quite a few similarities between the analysed programmes (number of pages; type of items) but some differences could be detected when comparing the type of images in the educational material. The content analysis of the selected textbooks also shows that they retain the content directed by the national curriculum; but the ways (examples; content of the images etc.) in which authors present the topic differ