Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

Johnson, Claudia E., and Boon, Helen J. (2023) Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks. In: Thomas, Gregory P., and Boon, Helen J., (eds.) Challenges in Science Education: Global Perspectives for the Future. Palgrave Macmillan, Cham, Switzerland, pp. 279-303.

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Abstract

This science textbook analysis examines the cognitive demands of a potentially implemented science curriculum. Depending on their experience and teaching style, teachers will use the analyzed textbook questions to a varying extent in their lessons and may also modify them. Considering how consistently textbooks are used as lesson resources, it is imperative to analyze their quality and their alignment to the prescribed curriculum. Many new science curricula emphasize students’ development of higher-order thinking skills as important educational goals, with the aim to develop skills necessary to be successful in the twenty-first century. Yet, this is not always reflected in textbooks designed to support new curricula. This textbook analysis shows that questions constructed to align with the recent senior curriculum reform in Queensland, Australia, have a higher proportion of lower- order thinking than higher-order thinking questions in biology, chemistry, and physics.

Item ID: 77960
Item Type: Book Chapter (Research - B1)
ISBN: 978-3-031-18092-7
Keywords: senior science curriculum, cognitive verbs
Copyright Information: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.
Date Deposited: 22 Mar 2023 23:52
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy @ 100%
SEO Codes: 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy @ 100%
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