Analysis of the chemical representations in secondary Lebanese chemistry textbooks (Record no. 20263)

MARC details
000 -LEADER
fixed length control field 02118nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211093833.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Shehab, Saadeddine S
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Analysis of the chemical representations in secondary Lebanese chemistry textbooks
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 79 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study focused on the requirements that chemical representations should meet in textbooks in order to enhance conceptual understanding. Specifically, the purpose of this study was to evaluate the chemical representations that are present in seven secondary Lebanese chemistry textbooks. To determine whether the chemical representations present in the chemistry textbooks enhance conceptual understanding and support the three levels approach to teaching chemistry, an instrument adapted from Gkitzia et al (2011) was used. This instrument depends of five basic criteria: (a) type or level, (b) surface features, (c) relatedness to text, (d) existence and properties of a caption, and (e) degree of correspondence between representations comprising a multiple one. The results of the study revealed that the chemical representations used in the selected textbooks are focused on the macro level with either implicit or ambiguous labels. Moreover, the selected textbooks use very few multiple, hybrid or mixed representations. In addition, most chemical representations are accompanied by problematic or no captions. Recommendations for textbook writers and future research are discussed in light of these findings.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement des Sciences connaissance pédagogique de la matière
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Sciences education Pedagogical Content Knowledge (PCK)
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم العلوم المحتوى التربوي المعرفي
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102308">http://search.shamaa.org/FullRecord?ID=102308</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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