Using the Lens of Essential Questions-Perspectives to Investigate the Representations of Chemical Thinking in Chinese Secondary Chemistry Textbooks.
Saved in:
| Title: | Using the Lens of Essential Questions-Perspectives to Investigate the Representations of Chemical Thinking in Chinese Secondary Chemistry Textbooks. |
|---|---|
| Authors: | Chi, Ming1 (AUTHOR) chim527@nenu.edu.cn, Zheng, Changlong1 (AUTHOR) zhengcl@nenu.edu.cn, He, Peng1,2 (AUTHOR) peng.he@wsu.edu |
| Source: | Research in Science Education. Jun2025, Vol. 55 Issue 3, p589-618. 30p. |
| Subject Terms: | *Chemistry education, *Core competencies, *Chemistry students, *Textbooks, *Content analysis, *Electronic textbooks |
| Abstract: | Chemical thinking has been widely recognized as a core competence that students develop in chemistry education. This study examined the distribution and representation forms of chemical thinking in the five Chinese high school chemistry textbooks aligned with the new national standards in Mainland China. We employed the framework of essential questions-perspectives (EQ-P) with 12 categories to analyze chemical thinking in those textbooks. These categories are structured around three essential questions: chemical identification, explanation, and synthesis. Each essential question addressed four chemical perspectives. We employed the deductive and inductive content analysis to conduct our study. The paragraphs of the main text, figures or tables with textual descriptions, margin columns, and experiments or activities served as the analytical units. A total of 239 textbook excerpts that reflect chemical thinking from those units were identified and analyzed. Deductive coding strategy was used to identify the distribution patterns of 12 chemical thinking categories. Inductive coding strategy was conducted to elicit the representation forms of chemical thinking. We found that the chemical ways of thinking based on the perspective of interaction among submicroscopic components (e.g., molecules, atoms, ions) to explain and predict the properties and behaviors of substances dominated five high school textbooks, far surpassing the other 11 chemical thinking categories. Besides, the analysis of those selected textbooks led to three forms of representation, consisting of "questions present-perspectives present", "questions present-perspectives absent", and "questions absent-perspectives present". The majority of form was described as "questions absent-perspectives present". Our study put insight into the integration of chemical thinking into textbooks that calls for covering a wide range category of chemical thinking and representing them in a "questions present-perspectives present" form. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 185238091 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Using the Lens of Essential Questions-Perspectives to Investigate the Representations of Chemical Thinking in Chinese Secondary Chemistry Textbooks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chi%2C+Ming%22">Chi, Ming</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> chim527@nenu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Zheng%2C+Changlong%22">Zheng, Changlong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhengcl@nenu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22He%2C+Peng%22">He, Peng</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> peng.he@wsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Jun2025, Vol. 55 Issue 3, p589-618. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+students%22">Chemistry students</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Electronic+textbooks%22">Electronic textbooks</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Chemical thinking has been widely recognized as a core competence that students develop in chemistry education. This study examined the distribution and representation forms of chemical thinking in the five Chinese high school chemistry textbooks aligned with the new national standards in Mainland China. We employed the framework of essential questions-perspectives (EQ-P) with 12 categories to analyze chemical thinking in those textbooks. These categories are structured around three essential questions: chemical identification, explanation, and synthesis. Each essential question addressed four chemical perspectives. We employed the deductive and inductive content analysis to conduct our study. The paragraphs of the main text, figures or tables with textual descriptions, margin columns, and experiments or activities served as the analytical units. A total of 239 textbook excerpts that reflect chemical thinking from those units were identified and analyzed. Deductive coding strategy was used to identify the distribution patterns of 12 chemical thinking categories. Inductive coding strategy was conducted to elicit the representation forms of chemical thinking. We found that the chemical ways of thinking based on the perspective of interaction among submicroscopic components (e.g., molecules, atoms, ions) to explain and predict the properties and behaviors of substances dominated five high school textbooks, far surpassing the other 11 chemical thinking categories. Besides, the analysis of those selected textbooks led to three forms of representation, consisting of "questions present-perspectives present", "questions present-perspectives absent", and "questions absent-perspectives present". The majority of form was described as "questions absent-perspectives present". Our study put insight into the integration of chemical thinking into textbooks that calls for covering a wide range category of chemical thinking and representing them in a "questions present-perspectives present" form. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185238091 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-024-10208-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 589 Subjects: – SubjectFull: Chemistry education Type: general – SubjectFull: Core competencies Type: general – SubjectFull: Chemistry students Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Electronic textbooks Type: general Titles: – TitleFull: Using the Lens of Essential Questions-Perspectives to Investigate the Representations of Chemical Thinking in Chinese Secondary Chemistry Textbooks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chi, Ming – PersonEntity: Name: NameFull: Zheng, Changlong – PersonEntity: Name: NameFull: He, Peng IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: Research in Science Education Type: main |
| ResultId | 1 |
