“Three Sequences” Combination in Arrangement of Contents of Matter Structure in High School Chemistry Textbooks from Perspective of Visual Representation
WANG Lei1, ZHENG Nan2, SUN Ying1**
1. College of Chemistry and Materials Science, Anhui Normal University, Wuhu 241002, China;
2. Cuiwen Middle School Affiliated to Anhui Normal University, Wuhu 241002, China
Abstract The arrangement of textbooks has its internal logical, and visual representation is an important part of textbooks, so the selection of visual representation should also follow certain principles. In this study, Gkitzia and others' analytical framework was used to conduct coding analysis on the visual representation of “material structure” related content in PEP junior and senior high school chemistry textbooks. On basis of the analysis of the representation type and function distribution, combined with the arrangement of knowledge about material structure in textbooks and the law of students' cognition and psychological development, this paper makes a profound discussion. It is found that the distribution of visual representation in PEP textbooks is consistent with the “three sequences” principle of textbook arrangement, and visual representation can be selected according to the characteristics of different phases and students. Finally, some suggestions on the compilation and use of visual representations in textbooks are put forward.
WANG Lei, ZHENG Nan, SUN Ying. “Three Sequences” Combination in Arrangement of Contents of Matter Structure in High School Chemistry Textbooks from Perspective of Visual Representation[J]. Chinese Journal of Chemical Education, 2022, 43(5): 26-33.
