Research On Socio-Scientific Issues (SSI) In Science Textbooks For Senior High School In China
This research adopts the content analysis method, and takes the biology, chemistry and physics textbooks of senior high school published by the People's Education Press of China in 2004 and 2019 as the research carrier and summarized the social-scientific issues in the textbooks, detailed the content of the issues, the arguments and the columns to which they belonged, and conducted a comparative analysis of the issues by subject from the epistemic and qualitative dimensions, including the number of issues, column design, categories and presentation. The study found that the interdisciplinary differences of social science topics were reflected in the number of topics, column settings, and categories: in terms of number, biology textbooks had the most topics; in terms of column settings, biology textbooks had thematic chapters for specific topics, but physics and chemistry textbooks did not. In terms of categories, biology textbooks have the most variety of topics, while chemistry and physics textbooks have less variety of topics.Based on the results of the overall and subdisciplinary studies, we conclude that the reasons for the development of social science topics in science textbooks in the new century are mainly the background of the times, national policies, and scientific research drive; the reasons for the interdisciplinary differences of social science topics in science textbooks are mainly the attributes of the subjects themselves and the research preferences of the subject education. On this basis, a model of factors influencing social science topics in science textbooks is constructed.
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