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International Journal of Science Education Volume 41, 2019 - Issue 6
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Articles

Content analysis of inquiry-based tasks in high school biology textbooks in Mainland China

Wenyuan YangCollege of Teacher Education, Capital Normal University, Beijing, People’s Republic of China
,
Cheng LiuCollege of Life Sciences, Beijing Normal University, Beijing, People’s Republic of China
&
Enshan LiuCollege of Life Sciences, Beijing Normal University, Beijing, People’s Republic of ChinaCorrespondence[email protected]
Pages 827-845 | Received 06 Jul 2018, Accepted 13 Feb 2019, Published online: 16 Mar 2019

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Tadesse Hunegnaw & Solomon Melesse. (2023) An evaluative study of the experimental tasks of the Ethiopian grade 12 chemistry textbook considering developing “science process skills”. Cogent Education 10:1.
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Majken Korsager, Kirsten Fiskum, Berit Reitan & Sibel Erduran. (2022) Nature of science in science textbooks for vocational training in Norway. Research in Science & Technological Education 0:0, pages 1-16.
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Jian Yu, Chen Li & Gaofeng Li. (2022) Alignment between biology curriculum standards and five textbook editions: a content analysis. International Journal of Science Education 44:14, pages 1-20.
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Yimeng Liu & Jian Wang. (2022) The mediating–moderating model of inquiry-based learning and science self-efficacy: evidence from PISA 2015. International Journal of Science Education 44:7, pages 1096-1119.
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Jonas Bakken & Emilia Andersson-Bakken. (2021) The textbook task as a genre. Journal of Curriculum Studies 53:6, pages 729-748.
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Emilia Andersson-Bakken, Kirsti Marie Jegstad & Jonas Bakken. (2020) Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education 42:8, pages 1320-1338.
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