How scientific literacy is conceptualized in tasks from junior secondary physics textbooks
Bibliographic Data
| ID | 21589529 |
|---|---|
| Authors | Dongsheng Wan (0000-0001-8454-3421, Soochow University), Y-J Lee (0000-0002-3286-2778, National Institute of Education, Nanyang Technological University, corresponding author), Siyuan Chen (0000-0002-3118-5963, Zhejiang Normal University), Sizhuo Chen (0000-0002-9014-4723, Zhejiang Normal University), Qing Yu (0009-0003-2546-2121, Soochow University, corresponding author) |
| Year | 2026 |
| Volume | 48 |
| Issue | 6 |
| Pages | 816-839 |
| Publication date | 2026-04-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2024.2429045 |
| OpenAlex | W4404658275 |
| Language | EN |
| Citations received | 2 |
| References cited | 64 |
This study examined how scientific literacy had been conceptualised in textbook tasks based on the PISA 2018 science framework. Specifically, a total of 3888 tasks from four versions of Chinese junior secondary physics textbooks were coded on the three PISA dimensions of competencies, knowledge, and contexts. It was found that about 70% of tasks were de-contextualized and those tasks involving real contexts focused on content related to the frontiers of science and technology. More significantly, tasks testing ‘explaining scientific phenomena’ were predominant while those involving ‘interpret data and evidence scientifically’ and especially ‘evaluate and design scientific enquiry’ competencies were rare. Tasks requiring content knowledge were also overemphasised whereas the use of epistemic knowledge was downplayed. It therefore appeared that tasks in these physics textbooks emphasised the recall, understanding and verification of scientific knowledge. More meaningful task contexts related to sustainable development should be designed to develop students’ epistemic knowledge as well as promote their understanding of the nature of scientific inquiry are among the implications from this study
Mathematics education · Pedagogy · Science education · Scientific Literacy · Secondary education · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Content analysis
Task-Based Language Teaching
Pisa 2018 Assessment and Analytical Framework
Academic Work
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (Vasi) questionnaire
The laboratory in science education
How literacy in its fundamental sense is central to scientific literacy
The Measurement of Observer Agreement for Categorical Data
Interrater reliability
Textbook tasks in the Norwegian school subject natural sciences
Scientific Literacy and Social Transformation
Social Character of Science and Its Connection to Epistemic Reliability
Inquiry Activity Design from Singaporean and Indonesian Physics Textbooks
The textbook task as a genre
Public Understanding of, and Attitudes toward, Scientific Research
Outcome-based accountability regimes in OECD countries
Pisa, policy and persuasion
Science literacy in the twenty-first century
Motivating Project-Based Learning
Three Approaches to Qualitative Content Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |