In this study, we analyzed how scientific terms such as principle, law and theory are depicted in Chemistry textbooks used by students in Singapore. There are very few reports in the science or chemistry education literature that explicitly explore the term principle, although all three terms appear in a number of topics in the high school…

The diversity of scientific methods has received widespread recognition in recent years. The purpose of this review is to analyze the changes in the representation of laboratory work in Chinese senior high school chemistry textbooks in the past 30 years from the perspective of the diversity of scientific methods. This study was based on Brandon's…

The development of science education in many countries is varied and diverse. However, one common goal of science education in the different contexts is the focus on scientific literacy. To promote scientific literacy, the Nature of Science (NoS) is one of the vital components for raising scientifically literate citizens. In view of this, the…

This study focused on the requirements that chemical representations should meet in textbooks in order to enhance conceptual understanding. Specifically, the purpose of this study was to evaluate the chemical representations that are present in 7 secondary Lebanese chemistry textbooks. To achieve the latter purpose, an instrument adapted from…

Change over time is a crosscutting theme in the sciences that is pivotal to reaction kinetics, an anchoring concept in undergraduate chemistry, and students' struggles with rates of change are well-documented. Informed by the education scholarship in chemistry, physics, and mathematics, a research team with members from complementary disciplinary…

The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including…

In this study, multiple thematically based and quantitative analysis procedures were utilized to explore the effectiveness of Turkish chemistry and science textbooks in terms of their reflection of reform. The themes gender equity, questioning level, science vocabulary load, and readability level provided the conceptual framework for the analyses.…

This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of "The Scientific Method," the…

Content of seven high school chemistry textbooks were examined for curriculum balance and emphasis on aspects of scientific literacy: science as a body of knowledge; science as a way of investigating; science as a way of thinking; and interaction among science, technology, and society. Quantity of written material and textbook aids in chapters…

Discusses students' misconceptions on evaporation of water considering the errors in geoscience textbooks. (YDS)

A chemistry teacher describes the elements of the ideal chemistry textbook. The perfect text is focused and helps students draw a coherent whole out of the myriad fragments of information and interpretation. The text would show chemistry as the central science necessary for understanding other sciences and would also root chemistry firmly in the…

Examines the reasons why errors occur in chemistry textbooks. Presents examples of the range of errors and proposes measures for addressing the problem. (ML)

The neglect of neutrino emission during nuclear beta decay in many general chemistry textbooks is discussed. (BB)

Argues that the failure to identify concepts and definitions with their corresponding levels of discourse has resulted in the propagation of historically outdated definitions and vocabulary in chemistry textbooks. Provides several examples of the problem from textbooks. Contains 36 references. (DDR)

Summarizes the origin, development, content, pedagogy, evaluation, and influence of a textbook for non-science majors entitled "Chemistry in Context: Applying Chemistry to Society." Considers the text's potential implications for other disciplines and for the instruction of science majors. (Author/WRM)