Jump to main content
Jump to site search

Issue 1, 2019
Previous Article Next Article

Analysis of text difficulty in lower-secondary chemistry textbooks

Author affiliations

Abstract

This paper focuses on the procedure and results for analyzing text-difficulty in lower-secondary chemistry textbooks in the Czech Republic. The authors use established methodology for text-difficulty analysis by Nestler, adapted by Průcha and Pluskal by adding a second independent analyser to improve reliability. Some textbooks do not follow the expected trend of either text-difficulty coherence or increasing text-difficulty between books for the 8th and 9th grade. No trend in topic difficulty was found either. The results show that learning outcomes may differ significantly when different books are used, despite the fact that they are supposed to support the same curriculum. For this reason, the results serve to support not only teachers when selecting a textbook, but also researchers as a starting point for lesson observations.

Back to tab navigation

Article information


Submitted
03 Jun 2018
Accepted
07 Aug 2018
First published
07 Aug 2018

Chem. Educ. Res. Pract., 2019,20, 85-94
Article type
Paper

Analysis of text difficulty in lower-secondary chemistry textbooks

M. Rusek and K. Vojíř, Chem. Educ. Res. Pract., 2019, 20, 85
DOI: 10.1039/C8RP00141C

Social activity

Search articles by author

Spotlight

Advertisements