Assessing Task-Orientation Potential in Primary Science Textbooks: Toward a New Approach

Autor/in	Andersen, Katja N.
Titel	Assessing Task-Orientation Potential in Primary Science Textbooks: Toward a New Approach
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 4, S.481-509 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andersen, Katja N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21599
Schlagwörter	Elementary School Science; Science Education; Textbooks; Textbook Content; Foreign Countries; Content Analysis; Classification; Comparative Education; Germany; Luxembourg + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Ausland; Inhaltsanalyse; Classification system; Klassifikation; Klassifikationssystem; Vergleichende Erziehungswissenschaft; Deutschland
Abstract	Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task-orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task-oriented potential; (b) itemizing different types of task-orientation potential; and (c) comparing the textbooks with respect to country- and period-specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils--in particular high achieving heterogenization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01