Κατεύθυνση Διδακτική της ΧημείαςLibrary of the School of Science
Μαυρομούστακος Θωμάς, Καθηγητής, Τμήμα Χημείας, ΕΚΠΑ
Ανάλυση των ερωτήσεων-ασκήσεων του κεφαλαίου ʻʻΟξέα-Βάσεις και Ιοντική Ισορροπία’’ σχολικών εγχειριδίων της Γ´Λυκείου
Questions and exercises analysis at the chapter "Acids-Bases and Ionic Balance" at the chemistry textbooks of 3rd Lyceum
Textbooks as central tools in the educational process exert a strong influence on the teaching and learning of Chemistry, assessment and curriculum. The main purpose of the present research is to highlight that textbooks that are deficient in the use of alternative assessment techniques can prevent the multidimensional development of students. The questions and exercises of the chapter "Acids-Bases and Ionic Balance" of the four textbooks that could be used as textbooks for the course of Chemistry of the 3rd Lyceum according to the institution of the "multiple book" were selected as a sample of analysis., as well as the objectives of the curriculum for this chapter. The questions and exercises set at the end of the chapter were analyzed in order to find out which cognitive and metacognitive skills students are likely to activate, the learning opportunities they offer and whether the general and special educational objectives of the curriculum are met. The main analysis tool was the "Revised Bloom Classification" while the framework developed by Overman, Vermunt, Meijer, Bulte, & Brekelmans (2013) was used to analyze the questions that involve students in metacognitive learning activities. The results of the analysis showed that only two of the four textbooks offer high learning opportunities with a variety of questions and goal-oriented exercises aimed at high-level cognitive skills including all categories of classification in both the Cognitive Process and the Knowledge dimension. Their goals are in line with the specific goals of the desired curriculum while they also seek the connection of Chemistry with daily life which is one of the main general goals. It is noteworthy that they also include metacognitive questions, the analysis of which showed that they are categorized exclusively in the category of Orientation / Programming. The other two textbooks are at the lower levels of the classification, not recognizing "Metacognition" as a category of Knowledge and not seeking the connection of Chemistry with life.
Main subject category:
Chemistry Textbooks, Chemistry Exercices, Intented Curriculum, Revised Bloom’s Taxonomy, metacognitive activities, everyday life