Požadavky kladené na učebnice fyziky

Tereza Fürstová; Vojtěch Žák

doi:10.14712/18047106.4810

Vol. 16 No. 1 (2025): Scientia in educatione Surveys

Physics textbooks requirements

Tereza Fürstová, ¹ Vojtěch Žák,

Katedra didaktiky fyziky, MFF UK

DOI: https://doi.org/10.14712/18047106.4810

How to Cite

Fürstová, T., & Žák, V. (2025). Physics textbooks requirements. Scientia in Educatione, 16(1), 2-17. https://doi.org/10.14712/18047106.4810

Download Citation

Abstract

In the context of developing a physics textbook for upper secondary schools, currently ongoing at the Department of Physics Education, Faculty of Mathematics and Physics, Charles University, the goal of this study is to answer the question: what are the requirements for physics textbooks, or more broadly for science textbooks, that repeatedly appear in studies published in international context? To address this question, a systematic search of the Web of Science database, along with content analysis and comparison of the studies found, were conducted. Especially, using various combinations of keywords, six relevant studies were identified. These studies revealed 25 recurring requirements for physics or science textbooks. Similar requirements were grouped into three main categories (and several subcategories): i) content requirements (subject-matter independent of the student, student-oriented subject matter content, student cognition, student motivation, diversity), ii) formal requirements (verbal aspects, graphical aspects), iii) structural requirements for the textbook (layout of illustrations and text, textbook organization). An extensive appendix of the article provides the original (exact) wording of the identified textbook requirements. Based on the study findings, tools will be designed to enable students, teachers, and physics education experts to evaluate the developing physics textbook. The results of the study and the developed tools will also be applicable for reflecting on other science textbooks.

Keywords physics, physics education, science education, textbook

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

[1] Campanario, J. M. (2006). Using textbook errors to teach physics: Examples of specific activities. European Journal of Physics, 27, 975–981. https://doi.org/10.1088/0143-0807/27/4/028 Open DOI Search in Google Scholar

[2] Cheung, D., & Ng, P.‐H. (2000). Science teachers' beliefs about curriculum design. Research in Science Education, 30(4), 357–375. https://doi.org/10.1007/BF02461556 Open DOI Search in Google Scholar

[3] Çırakoğlu, N., Toksoy, S. E., & Reisoğlu, İ. (2022). Designing, developing, and evaluating an interactive e-book based on the Predict-Observe-Explain (POE) method. Journal of Formative Design in Learning, 6, 95–112. https://doi.org/10.1007/s41686-022-00071-3 Open DOI Search in Google Scholar

[4] Devetak, I., & Vogrinc, J. (2013). The criteria for evaluating the quality of the science textbooks. In M. S. Khine (Ed.), Critical analysis of science textbooks: Evaluating instructional effectiveness (pp. 3–15). Springer. https://doi.org/10.1007/978-94-007-4168-3_1 Open DOI Search in Google Scholar

[5] Handayani, S., Adisendjaja, Y. H., & Kusnadi (2021). The development of Musi estuary ecosystem alternative teaching materials as supplementary books for biology learning in high schools. Journal of Physics: Conference Series, 1806, 012155. https://doi.org/10.1088/1742-6596/1806/1/012155 Open DOI Search in Google Scholar

[6] Kolářová, R. (2013). Fyzika na základní škole po roce 1945 z pohledu vývoje školské soustavy a učebnic fyziky. Matematika–fyzika–informatika, 22(4), P31–P46. Search in Google Scholar

[7] Lepil, O. (2010). Teorie a praxe tvorby výukových materiálů. Univerzita Palackého v Olomouci. http://www.skolyprovenkov.ostrozsko.cz/prilohy/skola18/lepil.pdf Search in Google Scholar

[8] Lepil, O. (2013). K vývoji učebnic fyziky pro střední školu gymnaziálního typu. Matematika–fyzika–informatika, 22(4), P16–P30. Search in Google Scholar

[9] McDonald, C. V. (2016). Evaluating junior secondary science textbook usage in Australian schools. Research in Science Education, 46, 481–509. https://doi.org/10.1007/s11165-015-9468-8 Open DOI Search in Google Scholar

[10] Musilová, J. (2012). Fyzikální omyly ve výuce mechaniky. Československý časopis pro fyziku, 62(5–6), 346–357. Search in Google Scholar

[11] Musilová, J. (2016). Nejde jen o kyvadlo. Československý časopis pro fyziku, 66(6), 393–396. Search in Google Scholar

[12] Ogan-Bekiroglu, F. (2007). To what degree do the currently used physics textbooks meet the expectations? Journal of Science Teacher Education, 18(4), 599–628. https://doi.org/10.1007/s10972-007-9045-8 Open DOI Search in Google Scholar

[13] Sikorová, Z. (2004). Výběr učebnic na základních a středních školách. Ostravská univerzita, Pedagogická fakulta. Search in Google Scholar

[14] Sliško, J. (2006). Electric charge on humans: Should students buy what the textbooks sell? Physics Education, 41, 114–116. https://doi.org/10.1088/0031-9120/41/2/F08 Open DOI Search in Google Scholar

[15] 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 Open DOI Search in Google Scholar

[16] Volf, I., & Vybíral, B. (2013). Vývoj českých učebnic fyziky do poloviny 20. století. Matematika–fyzika–informatika, 22(4), P2–P15. Search in Google Scholar

[17] Wan Sulaiman, W. N. A., & Mustafa, S. E. (2020). Usability elements in digital textbook development: A systematic review. Publishing Research Quarterly, 36(1), 74–101. https://doi.org/10.1007/s12109-019-09675-3 Open DOI Search in Google Scholar

[18] Zajkov, O., Gegovska-Zajkova, S., & Mitrevski, B. (2017). Textbook-caused misconceptions, inconsistencies, and experimental safety risks of a grade 8 physics textbook. International Journal of Science and Mathematics Education, 15(5), 837–852. https://doi.org/10.1007/s10763-016-9715-0 Open DOI Search in Google Scholar

[19] Žák, V. (2018). Kvalita fyzikálního vzdělávání v rukou učitele. Univerzita Karlova, Nakladatelství Karolinum. Search in Google Scholar

[20] Žák, V., & Kolář, P. (2023). Physics curriculum in upper secondary schools: What leading physicists want. Science Education, 107(3), 677–712. Search in Google Scholar

[21] https://doi.org/10.1002/sce.21785 Open DOI

Scientia in educatione

Physics textbooks requirements

How to Cite

Abstract

References

Downloads

License