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RESEARCH PAPER
Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning
1
Department of Primary Education, School of Humanities, University of the Aegean, GREECE
Publication date: 2021-11-03
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2039
KEYWORDS
crosscutting conceptsdisciplinary core ideasforcesmiddle schoolschool textbooksscience and engineering practicesthree-dimensional learning
ABSTRACT
According to the Next Generation Science Standards, science instructional materials can be
efficient as long as they integrate three dimensions: science and engineering practices,
crosscutting concepts and disciplinary core ideas. However, research investigating the integration
of these three dimensions in the content of school science textbooks is particularly limited. The
present study aims to propose a framework of analysis and investigate the integration of these
three dimensions, in the content of Greek middle-school science textbooks about forces and
motion. A total of 61 reports and activities included in these textbooks were analyzed. A
framework of analysis called Three-Dimensional Learning Analysis Inventory (3DLAI), which
assesses the integration of the three dimensions in the content of school textbooks, was
developed. Data analysis showed that only some science and engineering practices, crosscutting
concepts and disciplinary core ideas are integrated to a limited extent in the reports and activities
of Greek middle-school science textbooks, while their coexistence in them is limited as well.
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