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Evaluating experimental activities in Czech chemistry textbooks: A critical analysis

Špísová Klára, Rusek Martin

Chemistry-Didactics-Ecology-Metrology

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2023

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R. 28, NR 1-2

93--104

EN

This study analysed the nature and integration of experimental activities in Czech lower-secondary chemistry textbooks which are currently in use. Focusing on four dominant textbook series (published since 1990’s), and one recently (2019) published and certified, it investigated the offered types of student activities, their cognitive demands, placement in the educational process, and inquiry levels. The findings reveal two distinct groups of textbooks based on the quantity of experimental activities. Some textbooks align with traditional teaching methods, emphasising teacher-led demonstrations, while others attempt a balance between safety concerns and student engagement. However, a general lack of focus on higher-order cognitive skills and inadequate scaffolding for scientific process skills development was found. The results showed future research should investigate the impact of experimental activities on student outcomes, highlighting the need for more modern approaches in chemistry education.

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Lower-secondary school chemistry textbooks’ didactic equipment

Rusek Martin, Vojíř Karel, Šubová Šárka

Chemistry-Didactics-Ecology-Metrology

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2020

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R. 25, NR 1-2

69--77

EN

Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.

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Didactic capacity of selected Czech and Russian organic chemistry textbooks

Karásková Natálie, Doležal Rafael, Maltsevskaya Nadezhda, Kolář Karel

Chemistry-Didactics-Ecology-Metrology

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2019

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R. 24, NR 1-2

61--76

EN

This article presents the results of analysis of Czech and Russian textbooks intended for organic chemistry teaching at upper secondary schools. In principle, the estimation of textbook didactic capacity is based on decomposition of the textbook content into a set of different objects and their subsequent frequency analysis. In this study, three Czech textbooks and three Russian textbooks were characterized by particular and total didactic capacity coefficients. The indifference of the calculated didactic capacities was tested by chi-square statistics at a level of significance α = 0.05. The results show that the selected Czech and Russian textbooks are not significantly different.