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A comparative analysis of text difficulty in Slovak and Canadian science textbooks

Beníčková Zuzana, Vojíř Karel, Held Lubomír

Chemistry-Didactics-Ecology-Metrology

2021

R. 26, NR 1-2

89--97

One of the main purposes of textbooks is the mediation of educational content to students. The factual accuracy of information, as well as the clarity of the text for students plays a crucial role in this aspect. The inadequate text difficulty can complicate students' learning. Comparing different approaches to the text in textbooks, considering the objectives of education, represents key knowledge for teaching materials innovation. This research was therefore focused on the comparison of the Slovak and Canadian science textbooks for lower secondary education. The methodology for assessing text difficulty according to Nestler, Prucha and Pluskal was used for this purpose. The samples of text from the textbooks for 6th and 8th grade of lower-secondary school were assessed. It was found that the text in Slovak textbooks is significantly more difficult. While from the syntactic difficulty point of view differences were rather partial, the significant differences were found in the semantic difficulty of the text. The Slovak textbooks are burdened with an excessive number of professional terms. Considering the results in measuring scientific literacy, this approach to the text in the Slovak textbooks is not effective. The results obtained are therefore an incentive to revise used educational materials.

Conditions for experimental activities at elementary and high schools from chemistry teachers’ point of view

Rusek Martin, Chroustová Kateřina, Bílek Martin, Skřehot Petr A., Hon Zdeněk

Chemistry-Didactics-Ecology-Metrology

2020

R. 25, NR 1-2

93--100

School experiments represent a necessary means of subject-matter presentation in chemistry education and are important for chemical (scientific) thinking. Despite being a focus of several texts, a complex view on the experimental activity in chemistry education in Czechia is missing. The results of a questionnaire survey among 466 lower-secondary, lyceum and grammar school teachers focused on types of conducted experiments, their frequency, the place they are conducted. The most frequently used chemicals and sources of inspiration are presented in the paper. The results show that despite experiments’ significant role in education, its occurrence is rather seldom and teacher’s demonstrations prevail over students’ experiments. The list of the most often used chemicals suggests the experiments are mostly focused on inorganic chemistry. These results open further questions regarding occupational safety at schools as an important factor which could also be the reason for such a low representation of experiments in Czech chemistry education.