Analyzing Graph Usage in Chemistry Textbooks and its Implications for Learning and Teaching

Abstract

Graphs play a central role in chemistry education, serving as powerful tools for visualizing abstract concepts. However, their high information density and abstract nature can overwhelm students, often resulting in learning difficulties. Developing graph competence is therefore essential. While research on graph use and comprehension is well established in science education, investigations specific to chemistry remain limited. This study addresses this gap by systematically analyzing the use of graphs in eight German middle and secondary school chemistry textbooks, identifying and examining 3,550 visual representations to provide a more precise understanding of graph use in chemistry and its implications for learning and teaching. The analysis quantified and compared the prevalence and distribution of graphs and realistic pictures across content areas and educational levels. Focusing on line graphs, we also analyzed how graph-related textbook tasks engage students in cognitive processes at varying levels of complexity. Our findings reveal not only the variety of graph types in chemistry textbooks but also distinct differences in the cognitive demands placed on students across educational levels and school types. Furthermore, they highlight domain-specific characteristics of graphs in chemistry and suggest challenges that students are likely to encounter when engaging with them. By identifying these patterns, the study extends previous research on graph use through its focused chemistry education context and provides actionable insights for improving textbook design and instructional strategies. Finally, this work lays the groundwork for future research into students’ actual graph competence and graph-related difficulties.