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Informational value of submicroscopic representations in Slovenian chemistry textbook sets

Špela Hrast and Vesna Ferk Savec (2017) Informational value of submicroscopic representations in Slovenian chemistry textbook sets. Journal of Baltic science education, 16 (5). pp. 694-705. ISSN 2538-7138

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    Abstract

    Learning in the information age is characterised by abundant prolif- eration of information from various sources that are communicated to the learners by a variety of means, which are usually supported by information- communication technology (ICT), such as the internet, social media, virtual classrooms, etc. However, the textbook sets continue to have the central role in supporting effective teaching and learning of science as they should be, by their intent, synchronised with national curriculum for specific subject at certain educational levels. They are used for studying at school as well as at home (Gkitzia, Salta & Tzougraki, 2011). Therefore, significant attention has been paid to textbook analysis in science education. For example, Devetak, Vogrinc, and Glažar (2010) studied explanations of states of matter in Slove - nian science textbooks; Majidi and Mäntylä (2011) studied the knowledge organisation in magnetostatics in Finnish textbooks; Laçin-Şimşek (2011) studied female scientists in Turkish science and technology textbooks; Mumba, Chabalengula, and Hunter (2007) studied inquiry levels and skills in Zambian high school chemistry textbooks.

    Item Type: Article
    Keywords: chemistry, textbook, primary education
    Related URLs:
    URLURL Type
    http://oaji.net/articles/2017/987-1509213895.pdfAlternative location
    https://plus.si.cobiss.net/opac7/bib/11810633Alternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4869
    Date Deposited: 20 Nov 2017 14:00
    Last Modified: 20 Nov 2017 14:00
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4869

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