Abstract
Integrating the nature of science (NOS) into textbooks is one of the challenges in science curricula. This case study assessed the issue based on a sample of high school biology textbooks in Mainland China. We quantitatively compared changes in the extent, quality, and distribution of NOS representations between 2004 and 2019 editions. Three main findings emerged: (i) NOS representations have improved in the 2019 editions compared to the 2004 editions, with a 42% increase in frequency and a score growth rate of 70%. (ii) There was an imbalanced distribution of NOS aspects, focusing on ‘empirical’ and ‘tentative’ aspects and omitting ‘theory-laden’, ‘myth of ‘the scientific method’, ‘scientific theories’, ‘scientific laws’, and ‘social and cultural embeddedness in science aspects. All NOS aspects were heavily weighted towards the genetics theme. (iii) NOS in the 2019 editions is still addressed as it was in the 2004 editions, with unsolved aspects omitted yet again or addressed inadequately. These results constitute direct evidence for future textbook revisions.
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15 June 2023
A Correction to this paper has been published: https://doi.org/10.1007/s10763-023-10394-7
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This work was supported by the Research Program Funds of the Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University (#1) under Grant number 2018–05-012-BZPK01; Fundamental Research Funds For the Central Universities (#2) under Grant number 2020TS049; Research Program Funds of the Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University (#3) under Grant number 2022–05-012-BZPK01.
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All authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by Chen Li, Jian Yu, and Gaofeng Li. The first draft of the manuscript was written by Chen Li, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Li, C., Yu, J. & Li, G. Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China. Int J of Sci and Math Educ 21, 1749–1768 (2023). https://doi.org/10.1007/s10763-022-10327-w
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DOI: https://doi.org/10.1007/s10763-022-10327-w