Next Article in Journal
Reflections on the Adult Education Professoriate in Canada
Previous Article in Journal
Ecological Citizenship Education and the Consumption of Animal Subjectivity
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2019, 9(1), 42; https://doi.org/10.3390/educsci9010042

An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

1
Department of Biology and Chemistry, Institute for Science Education, University of Bremen, Leobener Str. NW2, 28359 Bremen, Germany
2
Institute of Chemistry, University of São Paulo, Av. Prof. Lineu Prestes, 748, Butantã, São Paulo, SP 05508-000, Brazil
3
STEM Education Research Group, Curtin University, Perth WA 6845, Australia
*
Author to whom correspondence should be addressed.
Received: 4 December 2018 / Revised: 1 February 2019 / Accepted: 11 February 2019 / Published: 19 February 2019
Full-Text   |   PDF [2396 KB, uploaded 19 February 2019]   |  

Abstract

This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a literature review of the discussion on different levels of chemical representations and from a total of 346 visual representations related to redox reactions identified and analyzed from the textbooks. Based on the frequencies and levels of visual representations in the textbooks, this study showed that representations in textbooks from the People’s Republic of China mostly focus on the macro and macro-symbolic levels and indicate some aspects of everyday life as well as orientations towards industry and technology. The findings show that the textbook from Taiwan uses multiple macroscopic, submicroscopic, and symbolic representations to illustrate the redox reactions. The textbook from Hong Kong has a strong orientation along the content structure of chemistry, with mostly macro level representations. The textbook from the Chinese minority in Malaysia follows a strong structure-of-discipline orientation with limited visual support. View Full-Text
Keywords: chemistry education; redox reactions; textbooks; visual representations chemistry education; redox reactions; textbooks; visual representations
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Chen, X.; de Goes, L.F.; Treagust, D.F.; Eilks, I. An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities. Educ. Sci. 2019, 9, 42.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top