An Analysis of the Representation of Practical Work in Secondary Chemistry Textbooks from Different Chinese Communities

Abstract

This study analyzes representations of practical work in 10th-grade chemistry textbooks and associated experimental workbooks from different Chinese communities, namely from the People's Republic of China, Taiwan and the Chinese sector in Malaysia. This paper contributes to the current body of knowledge of how practical work in secondary chemistry education is suggested to be applied in Chinese educational contexts. A total of 508 representations related to practical work was identified in seven sets of textbooks. The goal was to gain basic insights into the features associated with suggested approaches to practical work in the textbooks. Our focus was on the suggested type of learning, intended learning outcomes, inquiry level, and aspects of students' engagement with practical work. The results indicate a prevalence of prescribed experiments. This preference is then followed by illustrations of facts and laboratory operation processes. However, only a limited amount of scientific inquiries with at least some amount of openness belongs to the list of preferred items. The intended learning outcomes mainly aim at learning facts. Most textbooks suggest using a structured learning approach. Some suggestions of inquiry-based learning using either guided or open inquiry approaches do occur, but they are relatively limited in the textbooks and do not appear as frequently.