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
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
Recommended Citation
Tolentino, N. (2001). Science as inquiry in selected high school chemistry textbooks. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/2632