Content Analysis of Chromatographic Part in Middle School Science and High School Chemistry Textbooks of the 7th Education Curriculum

Classrooms are becoming increasingly diverse and the need for effective inclusive strategies is becoming more pronounced. Including students with exceptionalities into general classrooms is becoming the norm, however effective strategies are necessary to facilitate meaningful inclusion rather than superficial sharing of space. This need is especially true in content areas such as science. In these classes, students with exceptionalities tend to complete alternative programs in a resource room or have poor learning experiences in class. This project contains a content analysis of inclusive strategies and presents inclusive teaching resources that can help inclusion in middle school science classes. The strategies surveyed are research-based strategies that a teacher can implement in a general middle school science class. The strategies include technology, collaboration, universal design for learning (UDL), differentiated instruction (DI), strategy instruction, peer assisted learning, behaviour supports, and teacher practices. The strategies were analysed from the point of view of a learning support and science teacher for effectiveness in a middle school science class. A directed literature review was completed to more deeply examine strategies chosen for the teaching resources. Teaching resources were created and included with this project. The teaching resources were designed using universal design for learning (UDL) and other strategies from the content analysis.

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EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.472 ◽

2017 ◽

Vol 16 (4) ◽

pp. 472-499

Author(s):

Betül Demirdöğen

Keyword(s):

High School ◽

Qualitative Research ◽

Content Analysis ◽

Future Research ◽

High School Chemistry ◽

Multiple Representation ◽

Surface Features ◽

Chemistry Textbooks ◽

Generic Qualitative ◽

Chemical Representations

The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations’ surface features, (3) representations’ relatedness to text, (4) properties of representations’ caption, and (5) degree of correlation between subordinates comprising a multiple representation. The results of the research revealed that the chemical representations used in the textbooks are mainly macroscopic, symbolic, and hybrid. Majority of the representations had explicit surface features and appropriate captions. Moreover, they were completely related to the text. Most of the multiple representations had sufficient links between their subordinates. Recommendations for textbook writers and future research are provided. Keywords: chemistry textbooks, chemical representations, generic qualitative research, content analysis.

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