Informational value of submicroscopic representations in Slovenian chemistry textbook sets

Hrast, Špela (avtor), Ferk Savec, Vesna (avtor)

Learning in the information age is characterised by abundant prolif- eration of information from various sources that are communicated to the learners by a variety of means, which are usually supported by information- communication technology (ICT), such as the internet, social media, virtual classrooms, etc. However, the textbook sets continue to have the central role in supporting effective teaching and learning of science as they should be, by their intent, synchronised with national curriculum for specific subject at certain educational levels. They are used for studying at school as well as at home (Gkitzia, Salta & Tzougraki, 2011). Therefore, significant attention has been paid to textbook analysis in science education. For example, Devetak, Vogrinc, and Glažar (2010) studied explanations of states of matter in Slove - nian science textbooks; Majidi and Mäntylä (2011) studied the knowledge organisation in magnetostatics in Finnish textbooks; Laçin-Şimşek (2011) studied female scientists in Turkish science and technology textbooks; Mumba, Chabalengula, and Hunter (2007) studied inquiry levels and skills in Zambian high school chemistry textbooks.

• Jezik: Slovenski jezik
• Ključne besede: kemija
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: Šiauliai : Scientific Methodical Center "Scientia Educologica"
• Leto izida: 2017
• Št. strani: 694-705
• Številčenje: 16
• PID: 20.500.12556/RUL-98172
• ISSN: 2538-7138
• COBISS.SI-ID: 11810633
• Datum objave v RUL: 13.12.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Ključne besede: chemistry