Special Issue: Research on Textbooks in Science and Mathematics Education
PDF (English)

Jak citovat

Rusek, M. (2021). Special Issue: Research on Textbooks in Science and Mathematics Education. Scientia in Educatione, 12(1), 2-4. https://doi.org/10.14712/18047106.2024



PDF (English)


Dees, J., Momsen, J. L., Niemi, J., & Montplaisir, L. (2014). Student Interpretations of Phylogenetic Trees in an Introductory Biology Course. CBE—Life Sciences Education, 13(4), 666-676. https://doi.org/10.1187/cbe.14-01-0003

Erol, H. (2017). An evaluation on functionality of the workbook for social studies for the 7th graders. Pegem Egitim ve Ogretim Dergisi= Pegem Journal of Education and Instruction, 7(1), 1. https://doi.org/http://dx.doi.org/10.14527/pegegog.2017.001

Halverson, K. L., Pires, C. J., & Abell, S. K. (2011). Exploring the complexity of tree thinking expertise in an undergraduate systematics course. Science Education, 95(5), 794-823. https://doi.org/https://doi.org/10.1002/sce.20436

Harrison, A. G. (2001). How do teachers and textbook writers model scientific ideas for students? Research in Science Education, 31, 401-435. https://doi.org/https://doi.org/10.1023/A:1013120312331

Hejný, M. (2012). Exploring the cognitive dimension of teaching mathematics through scheme-oriented approach to education. Orbis scholae, 6(2), 41-55. https://doi.org/10.14712/23363177.2015.39

Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868. https://doi.org/10.1080/09500690601159407

Jian, Y.-C. (2021). The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements. Reading and Writing, 34(3), 727-752. https://doi.org/10.1007/s11145-020-10089-3

Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75-83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x

Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. https://doi.org/10.1016/j.edurev.2013.10.001

Lepik, M., Grevholm, B., & Viholainen, A. (2015). Using textbooks in the mathematics classroom – the teachers’ view Nordic Studies in Mathematics Education, 20(3-4), 129-156. http://arkiv.ncm.gu.se/node/7993

Lockwood, E., & Gibson, B. R. (2016). Combinatorial tasks and outcome listing: Examining productive listing among undergraduate students. Educational Studies in Mathematics, 91(2), 247-270. https://doi.org/10.1007/s10649-015-9664-5

Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center. https://timss.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf

Sikorová, Z. (2005). Transforming curriculum as teacher’s activity. In M. Horsley, S. V. Knudsen, & S. Selander (Eds.), Has Past Passed? Textbooks and Educational Media for the 21st Century (pp. 256-261). Stockholm Institute of Education Press.

Son, J.-W., & Kim, O.-K. (2015). Teachers’ selection and enactment of mathematical problems from textbooks. Mathematics Education Research Journal, 27(4), 491-518. https://doi.org/10.1007/s13394-015-0148-9

Šubová, Š. (2020). Analýza didaktické vybavenosti učebnic chemie pro základní školy v ČR [Diplomová práce, Univerzita Karlova, Pedagogická fakulta, katedra chemie a didaktiky chemie]. Praha.

Taber, K. S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156-168. https://doi.org/10.1039/C3RP00012E

Talanquer, V. (2011). Macro, submicro, and symbolic: the many faces of the chemistry “triplet”. International Journal of Science Education, 33(2), 179-195. https://doi.org/10.1080/09500690903386435

Vojíř, K., & Rusek, M. (2021). Preferred Chemistry Curriculum Perspective: Teachers’ Perception of Lower-Secondary School Textbooks. Journal of Baltic Science Education, 20(2), 316-331. https://doi.org/10.33225/jbse/21.20.00