Ex) Article Title, Author, Keywords
New Physics: Sae Mulli 2015; 65: 982-993
Published online October 30, 2015 https://doi.org/10.3938/NPSM.65.982
Copyright © New Physics: Sae Mulli.
Department of General Education, Dankook University, Cheonan 31116, Korea
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study aims to analyze the explanations about electricity and magnetism in secondary science textbooks from the perspective of the history of science and to suggest implications for students' learning of electricity and magnetism. In this study, three kinds of science textbooks were analyzed with a focus on the appropriateness of the activities, the inferential process of the activities and the teaching sequence of concepts in electricity and magnetism. The results showed that a few of experiments might have the results irrelevant to the principles and that textbooks missed some reasoning steps to reach the appropriate conclusions. In terms of the sequence of contents, science concepts were not sufficiently connected with each other, and some of them were defined in a circular way. To resolve such problems, textbooks should provide students with activities based on empirical ways and well-structured teaching methods.
Keywords: Science textbook, Electricity and magnetism, History of science, Textbook analysis