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Content Analysis of Energy and Climate Change Concepts in Elementary and Middle School Science Textbooks
In this study, we analyzed energy and climate change concepts in elementary and middle school science textbooks. A conceptual map drawn up by specialists was chosen as the criteria for locating relevant concepts in textbooks. It was composed of 52 main concepts and some supplementary concepts divided by experts into elementary and middle school learning levels. We recorded grade levels, chapters, and paragraphs containing relevant concepts in textbooks. The recorded concepts were then examined to determine whether they conformed to the correct levels. Three textbook versions, including the Kang Hsuan, Nan-I, and Han Ling versions, were analyzed. At the elementary school level, findings showed that the Kang Hsuan version needs to increase content on climate change more than the other versions. At the middle school level, all three versions were similarly deficient of content, but the number of concepts was lower than that suggested by experts. We also analyzed continuity and sequence of five subject concepts presented in different versions. The Nan-I version presented better on the subject of energy. None of the three versions met the criteria on the impact of climate change. Han Ling presented better on the rest of three subject concepts.
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