000			02118nam a2200205Ia 4500
005			20191211093833.0
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040			_aLB-BrCRDP
100	1		_aShehab, Saadeddine S _gMaster Education
245	1	0	_aAnalysis of the chemical representations in secondary Lebanese chemistry textbooks
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2012
300			_a79 pages
500			_aالنوع : Mémoire
520	3		_aThis 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	_aCycle Secondaire L’enseignement des Sciences connaissance pédagogique de la matière
650		4	_aSecondary Education Sciences education Pedagogical Content Knowledge (PCK)
650		4	_aالمرحلة الثانوية تعليم العلوم المحتوى التربوي المعرفي
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=102308
942			_cLAESDATA _2ddc
999			_c20263 _d20263