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Analysis of Textbook Authors’ Difficulties in Developing of High School Physics Textbooks
New Phys.: Sae Mulli 2019; 69: 429~438
Published online April 30, 2019;
© 2019 New Physics: Sae Mulli.

Seyeon LEE1,  Bongwoo LEE1*, Jeongwoo SON2

1Department of Science Education, Dankook University, Yongin 16890, Korea
2Department of Physics Education, Gyeongsang National University, Jinju 52828, Korea

Correspondence to:
Received February 20, 2019; Revised March 21, 2019; Accepted March 21, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to analyze the difficulties experienced by authors during the development of physics textbooks. For this purpose, questionnaires and interviews were conducted with seven authors, and the difficulties in development of textbooks were collected and analyzed. The main results are as follows. First, 137 difficulties were classified into categories such as overall composition, level of content, detailed composition, inquiry, and illustration \& photograph. Second, the difficulties were related to curriculum: lack of understanding of curriculum, inadequacy of inquiry, and distinction of physics Ⅰ and Ⅱ. Third, most difficulties were found in the process of selecting the level and the scope of the content. Based on the results of this study, we suggest some implications such as an improvement of curriculum development process, a need to develop curriculum commentary, an improvement of the textbook adoption system, and a need for a textbook data support system.
PACS numbers: 01.40.ek, 01.40G-
Keywords: Physics textbook, Development of textbook, Textbook author, Difficulty

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