The representation of laboratory activities in Indonesian physics textbooks: a content analysis.
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| Title: | The representation of laboratory activities in Indonesian physics textbooks: a content analysis. |
|---|---|
| Authors: | Gumilar, Surya1 surya.gumilarr@gmail.com, Ismail, Ali2 |
| Source: | Research in Science & Technological Education. Jun2023, Vol. 41 Issue 2, p614-634. 21p. |
| Subject Terms: | *Physics textbooks, *Content analysis, *Textbooks, *Students, Scientific literacy |
| Abstract: | 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. 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. 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. 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. 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science & Technological Education is the property of Taylor & Francis Ltd 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162671761 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The representation of laboratory activities in Indonesian physics textbooks: a content analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gumilar%2C+Surya%22">Gumilar, Surya</searchLink><relatesTo>1</relatesTo><i> surya.gumilarr@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ismail%2C+Ali%22">Ismail, Ali</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+%26+Technological+Education%22">Research in Science & Technological Education</searchLink>. Jun2023, Vol. 41 Issue 2, p614-634. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physics+textbooks%22">Physics textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. 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. 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. 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. 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science & Technological Education is the property of Taylor & Francis Ltd 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02635143.2021.1928045 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 614 Subjects: – SubjectFull: Physics textbooks Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Students Type: general – SubjectFull: Scientific literacy Type: general Titles: – TitleFull: The representation of laboratory activities in Indonesian physics textbooks: a content analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gumilar, Surya – PersonEntity: Name: NameFull: Ismail, Ali IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02635143 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: Research in Science & Technological Education Type: main |
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