ABSTRACT

Background

Physics textbooks are a learning resource for students to acquire knowledge and information. The findings of previous studies on physics textbooks analysis have mostly focused on representations of gender, the nature of science, and scientific literacy. This study, therefore, extends the critical content analysis of physics textbooks to examine the levels of laboratory activities as empirical evidence among domination of previous studies in analysing physics textbooks.

Purpose

To investigate the representation of the laboratory activities in Indonesian physics textbooks and teachers’ perspectives on the use of the textbooks in facilitating laboratory activities.

Method

Content analysis was used to elicit data on laboratory activities and the semi-structured interview was used to reveal teachers’ perspectives on the use of the textbooks. The Inquiry Level Index and Laboratory Assessment Inventory were used as the main analytical framework for distinguishing levels of these activities. In addition, thematic analysis was adopted to analyse teachers’ perspectives on the use of textbooks in the classroom.

Results

A dominant type of laboratory activity was Level One, which presents questions and methods as a guide for conducting laboratory activities, whereby students have to find solutions to problems. Concerning teachers’ perspectives, the use of physics textbooks was found to not align with curriculum needs, which emphasise open laboratory activities.

Conclusion

The representation of laboratory activities in textbooks encourages students to develop a low level of inquiry. Textbooks do not facilitate students in developing their understanding through hands-on activities. This is supported by the role of teachers who use laboratory activities only to verify concepts learned in the classroom. Consequently, several changes are required to underpin the implementation of open laboratory activities, such as the role of teachers in designing these activities and the assessments used.

中文翻译：

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印度尼西亚物理教科书中实验室活动的表征：内容分析

摘要

背景

物理课本是学生获取知识和信息的学习资源。以往对物理教科书分析的研究结果主要集中在性别表征、科学本质和科学素养方面。因此，本研究扩展了对物理教科书的批判性内容分析，以检验实验室活动的水平，作为以往分析物理教科书的主导研究中的经验证据。

目的

调查印度尼西亚物理教科书中实验室活动的代表性以及教师对使用教科书促进实验室活动的看法。

方法

内容分析用于获取有关实验室活动的数据，半结构化访谈用于揭示教师对教科书使用的看法。调查水平指数和实验室评估清单被用作区分这些活动水平的主要分析框架。此外，采用主题分析法分析教师对课本课堂使用的看法。

结果

实验室活动的主要类型是一级，它提出问题和方法作为进行实验室活动的指南，学生必须借此找到问题的解决方案。从教师的角度来看，发现物理教科书的使用不符合强调开放实验室活动的课程需求。

结论

教科书中对实验室活动的描述鼓励学生发展低水平的探究。教科书不能帮助学生通过动手活动来发展他们的理解力。这得到了教师的支持，他们使用实验室活动只是为了验证在课堂上学到的概念。因此，需要做出一些改变来支持开放实验室活动的实施，例如教师在设计这些活动和使用的评估中的作用。