Science as inquiry in selected high school chemistry textbooks

• Main Author: Tolentino, Nelian A.
• Format: text
• Language: English
• Published: Animo Repository 2001
• Subjects: Science > Study and teaching; Science > Teaching aids and devices; Textbooks; Chemistry > Study and teaching; Analytical Chemistry
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2632
• Institution: De La Salle University

Portrayals of Science as inquiry in selected high school chemistry textbooks are analyzed using the Linguistic Content analysis method. Linguistic content analysis is a method of encoding textual data by categorizing key words and identifying the relationships among these words. Seven parallel topics from among the four sample textbooks were subjected to the analysis using the Program for Linguistic Content Analysis (PLCA), a computer software. The frequency of portrayals of science as inquiry clauses was determined from the data matrix generated and an index of science as inquiry was computed. Qualitative analysis was also made by ascertaining and comparing the nature and location of portrayals of science as inquiry across textbooks, within textbooks and across parallel topics. The analysis showed that portrayals of science as inquiry vary across textbooks, within textbooks and across parallel topics. The nature and location of science as inquiry clauses also vary.