Comparison of Science Text Books Content Analysis for Junior High School in Taiwan and Mainland China ―Using Acid , Base ,Salt as an Example

• Main Authors: Hsiao-Ling Liu, 劉小鈴
• Other Authors: kun-Yuan Yang
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/c2r7tf

碩士 === 中原大學 === 教育研究所 === 104 === The purpose of this study was to explore and compare the differences of contents and cognitive levels of Acid Base Salt units in junior high school’s textbooks. This study was based on the Science and Technology textbooks published by Kang Hsuan Educational Publishing Group in Taiwan and the chemistry textbooks published by The People''s Education Press (PEP) in China. By using content analysis as method, science problem as unit and Revised Bloom’s taxonomy of Educational Objectives as the analytic tool to analyze. Through problem based content analysis, we expect to realize the distribution and consistency of these textbooks in Knowledge Dimension, Cognitive Process Dimension and both two dimensions. We also inquire the similarities and differences of the curriculum contents, concepts, experiments and layouts of the two in order to realize the distinguishing features under distinct Curriculum Guidelines. The findings indicate that: 1. The page layouts are clearer, neater and more colorful in Kang Hsuan’s version. 2. The explanations of experiments are described in detail in Kang Hsuan’s version while PEP’s versions are simpler. 3. The explanations of sample problems are detailed in Kang Hsuan’s version. However, there are no explanations in PEP’s version. 4. The PEP’s version put more emphases on sample problems and exercises which are about five times than Kang Hsuan’s version. 5. Both versions are similar in numbers and sequence in Knowledge Dimension. The PEP’s version pays more attention to Metacogniton. 6. The two version are also similar in Cognitive Process Dimension but there are fewer sample problems in two higher “Evaluate” and “Create” levels, especially no problems in “Create” level in Kang Hsuan’s version. 7. Six levels in the Revised Bloom’s Taxonomy, and four types of knowledge were identified, together comprising nineteen major types. Most of the problem types are “Understand Conceptual Knowledge”, “Apply Procedural Knowledge” and “Understand Procedural Knowledge” which take more than 10% in both versions. This study is to provide as a reference for further textbooks revision and suggestions for further research.