An analysis of the orientation and emphasis of intended grade-10 chemistry curricula as represented in textbooks from different Chinese communities

Xiaoge Chen, Mei Hung Chiu, Ingo Eilks

Research output: Contribution to journalArticle

Abstract

This study presents an analysis of the representation of intended curricula in 10th grade chemistry textbooks from different Chinese communities, namely from the People's Republic of China, Taiwan, and the Chinese minority in Malaysia. The study aims to identify the commonalities and differences among seven textbooks concerning the emphasis and orientation of the intended curriculum. It also looks at any indications of how student-oriented these curricula are in terms of the presentation of content and the suggested activities. The findings indicate that the Taiwanese textbooks have a high degree of contextualization and socio-scientific issues orientation, supported by rich and colorful illustrations as well as the integration of macro- and submicroscopic aspects of chemistry concepts. The textbook from Malaysia uses a quite traditional approach. It basically follows a structure-of-the-discipline orientation, using less contextualization and fewer illustrations. The textbooks from the People's Republic of China lie somewhere in between the textbooks from Taiwan and Malaysia. They offer some indications of student-oriented learning and have some extent of daily life and socio-scientific issues orientation.

Original languageEnglish
Article numberem1663
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume15
Issue number2
DOIs
Publication statusPublished - 2019 Jan 1

Fingerprint

Malaysia
Textbooks
Curricula
Chemistry
textbook
chemistry
Taiwan
curriculum
China
community
indication
Students
Macros
Curriculum
Community
student
school grade
minority
learning

Keywords

  • Chemistry education
  • Curriculum
  • Textbooks

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

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