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An Analysis of the Secondary School Electricity Curriculum via the Taxonomy of Introductory Physics Problems

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Title: An Analysis of the Secondary School Electricity Curriculum via the Taxonomy of Introductory Physics Problems
Language: English
Authors: Ahmed Lazaar (ORCID 0009-0009-0493-2386), Chaimae Chafi (ORCID 0000-0002-7095-1093), Jamila Riyahi (ORCID 0009-0004-0822-5316), Mohamed Chergui (ORCID 0000-0001-8077-2251)
Source: Journal of Education and Learning (EduLearn). 2026 20(2):1066-1077.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary Education, Energy, Science Curriculum, Physics, Textbooks, Textbook Content, Cognitive Processes, Comprehension, Learning Activities, Cognitive Ability, Science Education
ISSN: 2089-9823
2302-9277
Abstract: One of the factors responsible for difficulties in learning electricity is the lack of relevance in the choice of cognitive activities engaged in teaching activities. Given this situation, we sought to explore cognitive aspects in the secondary school electricity curriculum and its implementation in textbooks. The study uses a mixed-methods approach to examine some cognitive aspects of the official framework texts and their implementation in the activities of final-year secondary school physical science textbooks. The corpus analyzed consists of 36 activities proposed in two officially accredited textbooks, totaling 258 questions covering the various topics in the electricity program. The taxonomy of introductory physics problems, designed for physics problems, is used as a data collection tool. The official texts and each question in textbooks activities are examined using a grid to identify the cognitive levels involved. After quantitative and qualitative data processing, the study revealed that all the cognitive levels of this taxonomy are recommended in the formal electricity curriculum, with a clear advantage for the two cognitive levels: comprehension and analysis. This choice of cognitive levels is relatively respected in the conceptualization activities proposed in the textbooks, with a strong preference for comprehension and analysis. The dependency between the cognitive levels involved in the activities and the topics on electricity has also been confirmed statistically. This dependence is justified by the fact that the degree of involvement of certain cognitive sub-levels of restitution and analysis varies significantly from chapter to chapter. We have also noted that the utilization of knowledge and certain sub-levels of analysis of knowledge are almost neglected.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507110
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ahmed+Lazaar%22">Ahmed Lazaar</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-0493-2386">0009-0009-0493-2386</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chaimae+Chafi%22">Chaimae Chafi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7095-1093">0000-0002-7095-1093</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jamila+Riyahi%22">Jamila Riyahi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0822-5316">0009-0004-0822-5316</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohamed+Chergui%22">Mohamed Chergui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8077-2251">0000-0001-8077-2251</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(2):1066-1077.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: One of the factors responsible for difficulties in learning electricity is the lack of relevance in the choice of cognitive activities engaged in teaching activities. Given this situation, we sought to explore cognitive aspects in the secondary school electricity curriculum and its implementation in textbooks. The study uses a mixed-methods approach to examine some cognitive aspects of the official framework texts and their implementation in the activities of final-year secondary school physical science textbooks. The corpus analyzed consists of 36 activities proposed in two officially accredited textbooks, totaling 258 questions covering the various topics in the electricity program. The taxonomy of introductory physics problems, designed for physics problems, is used as a data collection tool. The official texts and each question in textbooks activities are examined using a grid to identify the cognitive levels involved. After quantitative and qualitative data processing, the study revealed that all the cognitive levels of this taxonomy are recommended in the formal electricity curriculum, with a clear advantage for the two cognitive levels: comprehension and analysis. This choice of cognitive levels is relatively respected in the conceptualization activities proposed in the textbooks, with a strong preference for comprehension and analysis. The dependency between the cognitive levels involved in the activities and the topics on electricity has also been confirmed statistically. This dependence is justified by the fact that the degree of involvement of certain cognitive sub-levels of restitution and analysis varies significantly from chapter to chapter. We have also noted that the utilization of knowledge and certain sub-levels of analysis of knowledge are almost neglected.
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      – SubjectFull: Energy
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      – SubjectFull: Science Curriculum
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      – TitleFull: An Analysis of the Secondary School Electricity Curriculum via the Taxonomy of Introductory Physics Problems
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