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Analysis of activities included in Saudi Arabian chemistry textbooks for the inclusion of argumentation-driven inquiry skills
Studies in Educational Evaluation ( IF 2.704 ) Pub Date : 2021-01-06 , DOI: 10.1016/j.stueduc.2020.100968
Abdulwali H. Aldahmash , Sozan H. Omar

This research aimed to determine the extent to which twelfth-grade chemistry textbooks and workbooks included argumentation-driven inquiry skills in their activities. For this purpose, all activities found in the twelfth grade chemistry textbooks and workbooks were analyzed using an analysis rubric. Results indicate that the inclusion of the argumentation-driven inquiry skills in the analyzed chemistry activities generally fell within argumentation-driven inquiry levels one and two. This type of inclusion favors teacher-centered learning and teaching rather than student-centered learning and teaching. Therefore, the authors recommend that these textbooks and workbooks be revised to ensure that the argumentation-driven inquiry skills that are included are directed toward student-centered learning and teaching as required by levels four and three.



中文翻译:

分析沙特阿拉伯化学教科书中的活动,以纳入论据驱动的探究技巧

这项研究旨在确定十二年级化学教科书和工作簿在其活动中包括论证驱动的探究技巧的程度。为此,使用分析指标对十二年级化学教科书和工作簿中发现的所有活动进行了分析。结果表明,在分析化学活动中包括论证驱动的探究技巧通常属于论证驱动的探究一级和二级。这种包容性有利于以教师为中心的学习和教学,而不是以学生为中心的学习和教学。因此,作者建议对这些教科书和工作簿进行修订,以确保所包含的以辩论为基础的探究技能针对第四和第三级的要求以学生为中心的学习和教学。

更新日期:2021-01-07
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