Examining the educative nature of selected physical sciences textbooks about electrostatics using pedagogical content knowledge

References

• Ajredini, F., Izairi, N., & Zajkov, O. (2014). Real experiments versus PhET simulations for better high-school students’ understanding of electrostatic charging. European Journal of Physics Education, 5(1), 59–70. https://doi.org/10.20308/ejpe.38416
   Google Scholar
• Bohigas, X., & Periago, M. C. (2010). Modelos mentales alternativos de los alumnos de segundo curso de Ingenierıá sobre la Ley de Coulomb y el Campo Eléctrico [Alternative mental models of second-year engineering students of Coulomb’s law and the electric field]. Revista Electrónica de Investigación Educativa, 12(1), 1–15.
   Google Scholar
• Borghi, L., De Ambrosis, A., & Mascheretti, P. (2007). Microscopic models for bridging electrostatics and currents. Physics Education, 42(2), 146–155. https://doi.org/10.1088/0031-9120/42/2/003
   Google Scholar
• Broster, P., Horn, W. J., & Solomons, N. (2012). Oxford successful grade 11 learner's book (3rd ed.). Oxford University Press.
   Google Scholar
• Carlson, J., & Daehler, K. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Browski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77–92). Springer.
   Google Scholar
• Chan, K. K. H., Rollnick, M., & Gess-Newsome, J. (2019). A grand rubric for differentiating the quality of science teachers’ pedagogical content knowledge. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in teachers’ professional knowledge for teaching science (pp. 251–269). Springer.
   Google Scholar
• Çığrık, E., & Ergül, R. (2009). The investigation of the effect of simulation based teaching on the student achievement and attitude in electrostatic induction. Procedia - Social and Behavioral Sciences, 1(1), 2470–2474. https://doi.org/10.1016/j.sbspro.2009.01.434
   Google Scholar
• Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. https://doi.org/10.3102/0013189X034003003
   Google Scholar
• De Jong, O., & Van Driel, J. (2004). Exploring the development of student teachers’ PCK of the multiple meanings of chemistry topics. International Journal of Science and Mathematics Education, 2(4), 477–491. https://doi.org/10.1007/s10763-004-4197-x
   Google Scholar
• Department of Basic Education (DoBE). (2011). Curriculum and assessment policy statement: Grade 10–12 physical sciences. Government Printer.
   Google Scholar
• Department of Basic Education (DoBE). (2023, September 29). National catalogues. https://www.education.gov.za/Curriculum/LearningandTeachingSupportMaterials(LTSM)/LTSMNationalCatalogue.aspx.
   Google Scholar
• Dunne, J., Mahdi, A. E., & O'Reilly, J. (2013). Investigating the potential of Irish primary school textbooks in supporting inquiry-based science education (IBSE). International Journal of Science Education, 35(9), 1513–1532. https://doi.org/10.1080/09500693.2013.779047
   Web of Science ®Google Scholar
• Furió, C., & Guisasola, J. (1998). Difficulties in learning the concept of electric field. Science Education, 82(4), 511–526.
   Web of Science ®Google Scholar
• Garza, A., & Zavala, G. (2013, January). Contrasting students’ understanding of electric field and electric force. AIP conference proceedings, 1513(1), 142–145. https://doi.org/10.1063/1.4789672
   Google Scholar
• Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: PCK and science education (pp. 3–17). Kluwer.
   Google Scholar
• Hekkenberg, A., Lemmer, M., & Dekkers, P. (2015). An analysis of teachers' concept confusion concerning electric and magnetic fields. African Journal of Research in Mathematics, 19(1), 34–44.
   Google Scholar
• Horner, M., & Williams, H. (2012). Siyavula grade 11 physical sciences learner’s book. Siyavula Education.
   Google Scholar
• Huynh, T., & Sayre, E. C. (2018). Blending mathematical and physical negative-ness. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (pp. 957–960). International Society of the Learning Sciences.
   Google Scholar
• Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices. Science Education, 94(5), 855–887.
   Web of Science ®Google Scholar
• Kelder, H. K. (2012). Study & master physical sciences grade 11 learner’s book. Cambridge University Press.
   Google Scholar
• Li, J., & Singh, C. (2017). Investigating and improving introductory physics students’ understanding of the electric field and superposition principle. European Journal of Physics, 38(5), 0055702. https://doi.org/10.1088/1361-6404/aa7618
   Web of Science ®Google Scholar
• Majidi, S., & Mäntylä, T. K. (2011). Knowledge organization in physics textbooks: A case study of magnetostatics. Journal of Baltic Science Education, 10(4), 285–299.
   Web of Science ®Google Scholar
• Makgato, M., & Ramaligela, S. M. (2012). Teachers’ criteria for selecting textbooks for the technology subject. African Journal of Research in Mathematics, Science and Technology Education, 16(1), 32–44. https://doi.org/10.1080/10288457.2012.10740727
   Google Scholar
• Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(S1), S12–S23. https://doi.org/10.1119/1.1371296
   Web of Science ®Google Scholar
• Maree, K. (2010). First steps in research (Revised ed.). Van Schaik.
   Google Scholar
• Mavhunga, E. (2020). Revealing the structural complexity of component interactions of topic-specific PCK when planning to teach. Research in Science Education, 50(3), 965–986. https://doi.org/10.1007/s11165-018-9719-6
   Web of Science ®Google Scholar
• Mazibe, E. N. (2023). Pedagogical factors affecting the translation of pedagogical content knowledge about electrostatics into practice. Journal of Science Teacher Education, 1–18. https://doi.org/10.1080/1046560X.2023.2262841
   Web of Science ®Google Scholar
• Mazibe, E. N., Gaigher, E., & Coetzee, C. (2020). Comparing pedagogical content knowledge across fundamental concepts of electrostatics: A case of three pre-service teachers. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 143–155. https://doi.org/10.1080/18117295.2020.1765607
   Web of Science ®Google Scholar
• Mazibe, E. N., Gaigher, E., & Coetzee, C. (2023). Exploring dynamic pedagogical content knowledge across fundamental concepts of electrostatics. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2241. https://doi.org/10.29333/ejmste/13023
   Google Scholar
• Roblin, N. P., Schunn, C., & McKenney, S. (2018). What are critical features of science curriculum materials that impact student and teacher outcomes? Science Education, 102(2), 260–282. https://doi.org/10.1002/sce.21328
   Web of Science ®Google Scholar
• Shulman, L. (1987). Knowledge and teaching:Foundations of the New reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Sibanda, D. (2018). What sequence do we follow in teaching concepts in chemistry? A study of high school physical science teachers’ PCK. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 196–208. https://doi.org/10.1080/18117295.2018.1484408
   Web of Science ®Google Scholar
• Sothayapetch, P., Lavonen, J., & Juuti, K. (2013). An analysis of science textbooksfor grade 6: The electric CircuitLesson. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 59–72. https://doi.org/10.12973/eurasia.2013.916a
   Web of Science ®Google Scholar
• Stoffels, N. T. (2007). A process-oriented study of the development of science textbooks in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 11(2), 1–13. https://doi.org/10.1080/10288457.2007.10740617
   Google Scholar
• Taşkın, T., & Yavaş, PÜ. (2019). Examining knowledge levels of high school students related to conductors at electrostatic equilibrium and electric field lines using the drawing method. Research in Science Education, 1–21.
   Web of Science ®Google Scholar
• Törnkvist, S., Pettersson, K. A., & Tranströmer, G. (1993). Confusion by representation: On student’s comprehension of the electric field concept. American Journal of Physics, 61(4), 335–338. https://doi.org/10.1119/1.17265
   Web of Science ®Google Scholar
• Tshuma, T., & Sanders, M. (2015). Textbooks as a possible influence on unscientific ideas about evolution. Journal of Biological Education, 49(4), 354–369. https://doi.org/10.1080/00219266.2014.967274
   Web of Science ®Google Scholar
• Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: A systematic literature review. International Journal of Science Education, 41(11), 1496–1516. https://doi.org/10.1080/09500693.2019.1613584
   Web of Science ®Google Scholar
• Vojíř, K., & Rusek, M. (2021). Preferred chemistry curriculum perspective: Teachers’ perception of lower-secondary school textbooks. Journal of Baltic Science Education, 20(2), 316–331. https://doi.org/10.33225/jbse/21.20.316
   Web of Science ®Google Scholar