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How scientific literacy is conceptualized in tasks from junior secondary physics textbooks
Citation
Wan, D., Lee, Y.-J., Chen, S., & Yu, Q. (2024). How scientific literacy is conceptualized in tasks from junior secondary physics textbooks. International Journal of Science Education. Advance online publication. https://doi.org/10.1080/09500693.2024.2429045
Abstract
This study examined how scientific literacy had been conceptualised in textbook tasks based on the PISA 2018 science framework. Specifically, a total of 3888 tasks from four versions of Chinese junior secondary physics textbooks were coded on the three PISA dimensions of competencies, knowledge, and contexts. It was found that about 70% of tasks were de-contextualized and those tasks involving real contexts focused on content related to the frontiers of science and technology. More significantly, tasks testing ‘explaining scientific phenomena’ were predominant while those involving ‘interpret data and evidence scientifically’ and especially ‘evaluate and design scientific enquiry’ competencies were rare. Tasks requiring content knowledge were also overemphasised whereas the use of epistemic knowledge was downplayed. It therefore appeared that tasks in these physics textbooks emphasised the recall, understanding and verification of scientific knowledge. More meaningful task contexts related to sustainable development should be designed to develop students’ epistemic knowledge as well as promote their understanding of the nature of scientific inquiry are among the implications from this study.
Date Issued
2024
Publisher
Taylor & Francis
Journal
International Journal of Science Education
Grant ID
23JYA003
Funding Agency
Social Science Foundation of Jiangsu Province