Comparative Study of Contents of “Heat of Reaction” in New and Old PEP Edition Textbooks by Using Text Analysis
CHEN De-Cheng1,2, HUANG Qi1, QIAN Yang-Yi1*
1. School of Chemistry, South China Normal University, Guangzhou 510006, China; 2. Affiliated High School of South China Normal University, Guangzhou 510630, China
Abstract A comparative analysis of the contents of heat of reaction in the new and old PEP editions textbooks from the curriculum standard, organization of the conceptual structure, and teaching materials reveals that: (1) The new curriculum standard emphasizes the subject understanding of heat of reaction. The content of the new curriculum standard permeates basic concepts such as the concept of change and conservation as well as highlight the importance of learning materials; (2) The content organization of the new textbook clarifies the relationship between the core concepts like heat of reaction, enthalpy change and energy conversion, and emphasizes the importance of structural understanding of heat of reaction; (3) The new textbooks have enhanced contextuality and scientificity in pictures, experiments, and exercises. It is recommended that teachers enhance their subject understanding of heat of reaction in teaching, use conceptual composition strategies to promote the structuring of students’ knowledge, create real situations to improve students’ problem-solving ability, and cultivate the core literacy of chemistry.
CHEN De-Cheng, HUANG Qi, QIAN Yang-Yi. Comparative Study of Contents of “Heat of Reaction” in New and Old PEP Edition Textbooks by Using Text Analysis[J]. Chinese Journal of Chemical Education, 2022, 43(23): 16-21.
