Science as inquiry in selected high school chemistry textbooks

Date of Publication

2001

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories

Analytical Chemistry

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Adora S. Pili

Defense Panel Chair

Melecio C. Deauna

Defense Panel Member

Bee Ching U. Ong
Fely Araneta

Abstract/Summary

Portrayals of Science as inquiry in selected high school chemistry textbooks are analyzed using the Linguistic Content analysis method. Linguistic content analysis is a method of encoding textual data by categorizing key words and identifying the relationships among these words. Seven parallel topics from among the four sample textbooks were subjected to the analysis using the Program for Linguistic Content Analysis (PLCA), a computer software. The frequency of portrayals of science as inquiry clauses was determined from the data matrix generated and an index of science as inquiry was computed. Qualitative analysis was also made by ascertaining and comparing the nature and location of portrayals of science as inquiry across textbooks, within textbooks and across parallel topics. The analysis showed that portrayals of science as inquiry vary across textbooks, within textbooks and across parallel topics. The nature and location of science as inquiry clauses also vary.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03235

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

115 leaves ; 28 cm.

Keywords

Science--Study and teaching; Science--Teaching aids and devices; Textbooks; Chemistry--Study and teaching

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