Summary:
This thesis attempts to evaluate on the basis of certain criteria in the Secondary School Chemistry textbook in use. The analytical method chosen to achieve the purpose and objectives of this evaluation research approaches this book qualitatively and, where feasible, attempts an ideological-critical approach. The general questions he seeks to answer are:
a) the appearance of the book, the structural and technical characteristics of the text and its content,
b) the pedagogical relevance of the book in relation to the epistemological paradigm of Education on which it is based,
c) didactic-methodological relevance and relation to the curriculum,
d) the relationship of the book to the science of reference and
e) the relationship of the book to the modern society in which it operates.
Based on the general queries and individual criteria, the material is subdivided into categories and subcategories, and then represented and analyzed on a macro level, using content structure and standard content construction.
The above procedure is applied in practice, with the description of the material contained in each of the categories, while listing the "templates" written or figurative extracts from the contents of the book, as representative documents of the descriptions, and their comparison gives the general research conclusions.
Keywords:
Textbook research, Chemistry textbook evaluation, criteria, quality content analysis, ideological critical analysis