A Comparative Study Of The Modeling Contents Of Two New Compulsory High School Chemistry Textbooks

In recent years,modeling teaching has gradually become one of the hot spots in science education research in China and the world,and teaching chemistry to students with modeling knowledge and methods has a long way to go.Chemistry textbooks are important carriers of modeling teaching for teachers and students,but the current lack of attention to modeling content in chemistry textbooks is not conducive to teachers and students' modeling teaching through textbooks.To this end,this study takes the modeling process as an entry point to reveal the characteristics of modeling content presentation in chemistry textbooks in China.First,on the basis of related studies,this study builds a content model of modeling process in chemistry textbooks,and constructs an analytical framework,modeling level system and completeness level framework of modeling content in chemistry textbooks based on this model.Second,this study takes the 2019 compulsory high school chemistry textbooks of PEP and Luke editions as the research objects,from which the principle model,process model and structure model are selected as specific objects for analysis,and the commonalities and differences of modeling contents among different textbooks and among different types of models are revealed through quantitative and qualitative analyses.The comparison results of the two editions show that(1)the tendency of the two editions to focus on the elements of modeling process is more consistent,both have some degree of missing elements,and the focus on both evaluation and revision models needs to be strengthened.(2)In terms of modeling elements selection,the PEP edition focuses on model near-migration,while the Luke edition has a more balanced application of models.The distribution of other elements in both editions is similar,and the presentation forms are ample and diversified.(3)The level of modeling of each element varies between the two editions,with the PEP edition giving learners more autonomy.(4)The modeling content of the PEP textbook is knowledge-oriented,while the modeling content of the Luke textbook is thinking and method-oriented.The comparison results of the three types of models show that(1)The types of models constructed in chemistry textbooks are unevenly distributed,with a predominance of principle models and a lack of structural models.(2)In terms of the tendency to focus on the elements of the modeling process,the principle model focuses on testing and applying models,the process model focuses on the modeling context,and the structural model emphasizes the modeling context and evaluating and revising the model.(3)As for the level of completeness of modeling process,the principle model is the highest and the structure model is the lowest;the level of modeling of each element of different models varies,and the overall modeling level is the highest for the process model and the lowest for the structure model.(4)Influenced by the characteristics of the model,there are significant differences in the type selection of some modeling process elements.Based on the above findings,three textbook development suggestions are proposed: improving the modeling process elements,enriching the presentation of elements according to the model characteristics,and using thinking and methods as the design orientation,and two teaching suggestions are proposed: teachers need to be reprocessors and developers of modeling contents and integrate multiple dimensions to design modeling levels.