Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning

Margarita Papakonstantinou; Michael Skoumios

doi:10.29333/ejmste/11309

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Margarita Papakonstantinou ¹, Michael Skoumios ¹ ^*

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¹ Department of Primary Education, School of Humanities, University of the Aegean, GREECE^* Corresponding Author

Abstract

According to the Next Generation Science Standards, science instructional materials can be efficient as long as they integrate three dimensions: science and engineering practices, crosscutting concepts and disciplinary core ideas. However, research investigating the integration of these three dimensions in the content of school science textbooks is particularly limited. The present study aims to propose a framework of analysis and investigate the integration of these three dimensions, in the content of Greek middle-school science textbooks about forces and motion. A total of 61 reports and activities included in these textbooks were analyzed. A framework of analysis called Three-Dimensional Learning Analysis Inventory (3DLAI), which assesses the integration of the three dimensions in the content of school textbooks, was developed. Data analysis showed that only some science and engineering practices, crosscutting concepts and disciplinary core ideas are integrated to a limited extent in the reports and activities of Greek middle-school science textbooks, while their coexistence in them is limited as well.

Keywords

crosscutting concepts
disciplinary core ideas
forces
middle school
school textbooks
science and engineering practices
three-dimensional learning

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 12, December 2021, Article No: em2039

https://doi.org/10.29333/ejmste/11309

Publication date: 03 Nov 2021

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Papakonstantinou, M., & Skoumios, M. (2021). Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2039. https://doi.org/10.29333/ejmste/11309

Vancouver

Papakonstantinou M, Skoumios M. Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning. EURASIA J Math Sci Tech Ed. 2021;17(12):em2039. https://doi.org/10.29333/ejmste/11309

AMA

Papakonstantinou M, Skoumios M. Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning. EURASIA J Math Sci Tech Ed. 2021;17(12), em2039. https://doi.org/10.29333/ejmste/11309

Chicago

Papakonstantinou, Margarita, and Michael Skoumios. "Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 12 (2021): em2039. https://doi.org/10.29333/ejmste/11309

Harvard

Papakonstantinou, M., and Skoumios, M. (2021). Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2039. https://doi.org/10.29333/ejmste/11309

MLA

Papakonstantinou, Margarita et al. "Analysis of Greek Middle-school Science Textbooks about Forces and Motion from the Perspective of Three-dimensional Learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 12, 2021, em2039. https://doi.org/10.29333/ejmste/11309