CoChat
Sign Up
Cited by 19Science Education and PedagogyChemistry Education and ResearchVarious Chemistry Research Topics

The DOI matches its Crossref record; the references it cites are not checked yet.

An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

Open access
Chen, Xiaoge, de Goes, Luciane F., Treagust, David F., Eilks, Ingo·2019·Education Sciences
DOI 10.3390/educsci9010042
Open this paper in CoChat — free accountOpen PDF

Abstract

This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a literature review of the discussion on different levels of chemical representations and from a total of 346 visual representations related to redox reactions identified and analyzed from the textbooks. Based on the frequencies and levels of visual representations in the textbooks, this study showed that representations in textbooks from the People’s Republic of China mostly focus on the macro and macro-symbolic levels and indicate some aspects of everyday life as well as orientations towards industry and technology. The findings show that the textbook from Taiwan uses multiple macroscopic, submicroscopic, and symbolic representations to illustrate the redox reactions. The textbook from Hong Kong has a strong orientation along the content structure of chemistry, with mostly macro level representations. The textbook from the Chinese minority in Malaysia follows a strong structure-of-discipline orientation with limited visual support.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.3390/educsci9010042

Cites

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

The citation lists haven’t been fetched yet

References 57 · Cited by 19

Research works printed but not linked: 55

  1. Upahi, 2019, Representations of chemical phenomena in secondary school chemistry textbooks, Chem. Educ. Res. Pract., 20, 146, 10.1039/C8RP00191J · DOI
  2. Gabel, 1999, Improving teaching and learning through chemistry education research: A look to the future, J. Chem. Educ., 76, 548, 10.1021/ed076p548 · DOI
  3. Talanquer, 2011, Macro, submicro, and symbolic: the many faces of the chemistry “triplet”, Int. J. Sci. Educ., 33, 179, 10.1080/09500690903386435 · DOI
  4. Taber, 2013, Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education, Chem. Educ. Res. Pract., 14, 156, 10.1039/C3RP00012E · DOI
  5. Talanquer, 2014, Humanizing chemistry education: from simple contextualization to multifaceted problematization, J. Chem. Educ., 91, 1125, 10.1021/ed5000718 · DOI
  6. Mahaffy, 2004, The future shape of chemistry education, Chem. Educ. Res. Pract., 5, 229, 10.1039/B4RP90026J · DOI
  7. Berg, 2010, Redox models in chemistry textbooks for the upper secondary school: Friend or foe?, Chem. Educ. Res. Pract., 11, 182, 10.1039/C005467B · DOI · Paper page
  8. Basheer, 2017, The effectiveness of teachers’ use of demonstrations for enhancing students’ understanding of and attitudes to learning the oxidation reduction concept, Eurasia J. Math. Sci. Tech. Educ., 13, 555
  9. Barke, 2012, Two ideas of the redox reaction: Misconceptions and their challenge in chemistry education, Afr. J. Chem. Educ., 2, 32
  10. Finley, 1982, Teachers’ perceptions of important and difficult science content, Sci. Educ., 66, 531
  11. Obomanu, 2012, Students conceptual difficulties in electrochemistry in senior secondary schools, J. Emerg. Trends Educ. Res. Pol. Stud., 3, 99
  12. Paik, 2017, Suggestion of a viewpoint change for the classification criteria of redox reactions, J. Chem. Educ., 94, 563, 10.1021/acs.jchemed.6b00593 · DOI
  13. Schmidt, 2003, Shift of meaning and students’ alternative concepts, Int. J. Sci. Educ., 25, 1409, 10.1080/0950069022000038240 · DOI
  14. Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F., and Van Driel, J.H. (2002). The teaching and learning of electrochemistry. Chemical Education: Towards Research-Based Practice, Springer. · DOI
  15. Shibley, 2010, Oxidation and reduction reactions in organic chemistry, J. Chem. Educ., 87, 1351, 10.1021/ed100457z · DOI
  16. Osman, 2014, Impact of interactive multimedia module with pedagogical agents on students’ understanding and motivation in the learning of electrochemistry, Int. J. Sci. Math. Educ., 12, 395, 10.1007/s10763-013-9407-y · DOI
  17. Eilks, 2012, The role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education, Cent. Educ. Policy Stud. J., 2, 125, 10.26529/cepsj.398 · DOI · Paper page
  18. Ramnarain, 2012, Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena, Chem. Educ. Res. Pract., 13, 462, 10.1039/C2RP20071F · DOI
  19. Valanides, 2003, Twelfth grade students’ understanding of oxidation and combustion: Using action research to improve teachers’ practical knowledge and teaching practice, Res. Sci. Tech. Educ., 21, 159, 10.1080/0263514032000127211 · DOI
  20. Gilbert, 2006, On the nature of “context” in chemical education, Int. J. Sci. Educ., 28, 957, 10.1080/09500690600702470 · DOI · Paper page
  21. Dimopoulos, 2003, Towards an analysis of visual images in school science textbooks and press articles about science and technology, Res. Sci. Educ., 33, 189, 10.1023/A:1025006310503 · DOI
  22. Eilks, 2005, Experiences and reflections about teaching atomic structure in a jigsaw classroom in lower secondary school chemistry lesson, J. Chem. Educ., 82, 313, 10.1021/ed082p313 · DOI
  23. Stylianidou, 2002, Analysis of science textbook pictures about energy and pupils’ readings of them, Int. J. Sci. Educ., 24, 257, 10.1080/09500690110078905 · DOI
  24. Tsaparlis, G., and Sevian, H. (2013). Teacher pathways through the particulate nature of matter in lower secondary school chemistry: Continuous switching between different models or a coherent conceptual structure?. Concepts of Matter in Science Education, Springer. · DOI
  25. Stuckey, 2013, The meaning of ‘relevance’ in science education and its implications for the science curriculum, Stud. Sci. Educ., 49, 1, 10.1080/03057267.2013.802463 · DOI
  26. Holman, 1987, Resources or courses? Contrasting approaches to the introduction of industry and technology to the secondary curriculum, Sch. Sci. Rev., 68, 432
  27. Raved, 2011, Attitudes towards science learning among 10th-Grade students: A qualitative look, Int. J. Sci. Educ., 33, 1219, 10.1080/09500693.2010.508503 · DOI
  28. Wu, 2018, Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations, Learn. Instr., 55, 93, 10.1016/j.learninstruc.2017.09.010 · DOI
  29. Ainsworth, 2006, DeFT: A conceptual framework for considering learning with multiple representations, Learn. Instr., 16, 183, 10.1016/j.learninstruc.2006.03.001 · DOI · Paper page
  30. Rau, 2017, An adaptive collaboration script for learning with multiple visual representations in chemistry, Comput. Educ., 109, 38, 10.1016/j.compedu.2017.02.006 · DOI
  31. Eilks, I., and Hofstein, A. (2013). How to allocate the chemistry curriculum between science and society. Teaching Chemistry—A Studybook, Sense Publisher. · DOI
  32. Osada, 2003, Genetic engineering: A matter that requires further refinement in Spanish secondary school textbooks, Int. J. Sci. Educ., 25, 1147
  33. Khine, M.S. (2013). The criteria for evaluating the quality of the science textbooks. Critical Analysis of Science Textbooks: Evaluating Instructional Effectiveness, Springer. · DOI
  34. Bruguière, C., Tiberghien, A., and Clément, P. (2014). Nature of science as portrayed in the physics official curricula and textbooks in Hong Kong and on the mainland of the People’s Republic of China. Topics and Trends in Current Science Education, Springer. · DOI
  35. Wang, 2015, Investigation of the use of new chemistry textbooks of senior high school and the influential factors, J. Educ. Stud., 11, 77
  36. Dagher, 2016, Reconceptualizing the nature of science for science education, Sci. Educ., 25, 147, 10.1007/s11191-015-9800-8 · DOI
  37. Fraser, B.J., and Tobin, K.G. (1998). The science curriculum: Between ideals and outcomes. International Handbook of Science Education, Springer. · DOI
  38. Lee, 2010, Adaptations and continuities in the use and design of visual representations in US middle school science textbooks, Int. J. Sci. Educ., 32, 1099, 10.1080/09500690903253916 · DOI · Paper page
  39. Khaddoor, 2017, A comparative analysis of the intended curriculum and its presentation in 10th grade chemistry textbooks from seven Arabic countries, Chem. Educ. Res. Pract., 18, 375, 10.1039/C6RP00186F · DOI · Paper page
  40. Calado, 2015, To what extent do biology textbooks contribute to scientific literacy? Criteria for analysing science-technology-society-environment issues, Educ. Sci., 5, 255, 10.3390/educsci5040255 · DOI
  41. Livni-Alcasid, G., Haskel-Ittah, M., and Yarden, A. (2018). As symbol as that: Inconsistencies in symbol systems of alleles in textbooks, and students’ justifications for them. Educ. Sci., 8. · DOI
  42. Liu, 2007, Retrospect and prospect of university entrance examination, Educ. Res., 11, 19
  43. Nyachwaya, 2015, Features of representations in general chemistry textbooks: A peek through the lens of the cognitive load theory, Chem. Educ. Res. Pract., 17, 58, 10.1039/C5RP00140D · DOI
  44. Roseman, 2010, A method for analyzing the coherence of high school biology textbooks, J. Res. Sci. Teach., 47, 47, 10.1002/tea.20305 · DOI
  45. Treagust, 2003, The role of submicroscopic and symbolic representations in chemical explanations, Int. J. Sci. Educ., 25, 1353, 10.1080/0950069032000070306 · DOI
  46. Kozma, 1997, Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena, J. Res. Sci. Teach., 34, 949, 10.1002/(SICI)1098-2736(199711)34:9<949::AID-TEA7>3.0.CO;2-U · DOI
  47. García-Martínez, J., and Serrano-Torregrosas, E. (2011). The human element: Chemistry education’s contribution to our global future. Chemistry Education, Wiley-VCH.
  48. Cuban, 1993, The lure of curricular reform and its pitiful history, Phi Delta Kappan, 75, 182
  49. Russell, 1997, Use of simultaneous-synchronised macroscopic, microscopic and symbolic representations to enhance the teaching and learning of chemical concepts, J. Chem. Educ., 74, 330, 10.1021/ed074p330 · DOI
  50. Eilks, I., and Hofstein, A. (2013). Teaching Chemistry—A Studybook, Sense Publisher. · DOI
  51. Chiappetta, 2007, Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science, Int. J. Sci. Educ., 29, 1847, 10.1080/09500690601159407 · DOI
  52. Chiu, M.-H. (2016). Commentary: What we can learn from science education in Asian countries?. Science Education Research and Practice in Asia, Springer. · DOI
  53. Chiu, M.-H. (2016). An international perspective on the people and events shaping science education in Taiwan—past, present, and future. Science Education Research and Practices in Taiwan, Springer.
  54. Chiu, M.-H. (2016). Comments on section 4: Thoughts on science curriculum reform and teacher learning in western countries and Taiwan. Science Education Research and Practices in Taiwan, Springer.
  55. Nurul-Awanis, A., Hazlina, A., Yoke-Ma, L., and Zariyawati, M. (2011, January 14–15). Malaysian education system reform: Educationists’ perspectives. Proceedings of the International Conference on Social Science, Economics and Art 2011, Kuala Lumpur, Malaysia.

Metadata

Authors
Chen, X., de Goes, L. F., Treagust, D. F., & Eilks, I.
Affiliations
  • University of Bremen (DE)
  • Universidade de São Paulo (BR)
  • Curtin University (AU)
Corresponding author
Chen, Xiaoge
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2019-02-19
Volume
9
Issue
1
Pages
42
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci9010042
OpenAlex
W2918065545
Cited by
19
References
57
Citations by year
2026: 2 · 2024: 3 · 2023: 6 · 2022: 5 · 2021: 1 · 2020: 1 · 2019: 1
FWCI
5.40
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • eSpace (Curtin University) (submittedVersion, cc-by)
Funders
China Scholarship Council (CSC) (201608080083)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Chemistry Education and Research
  • Social Sciences › Education › Various Chemistry Research Topics
Keywords
redox reactions, visual representation, chemistry textbook, secondary chemistry education, textbook analysis, macroscopic, submicroscopic, and symbolic representations, intended curriculum, Hong Kong, Taiwan, Shanghai, cross-cultural comparison

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review