Content of Science Risk Education in Junior High School Science Textbooks
GUO Ke1,2, HU Yuan-Long3, ZENG Yan1**
1. Institute of Chemistry Education, Central China Normal University, Wuhan 430079, China; 2. Shishi Shudu Middle School, Chengdu 611730, China; 3. Shude Middle School, Chengdu 610014, China
Abstract Cultivating students' scientific risk awareness is an important part of constructing the overall national security concept. Taking the two core attributes of “uncertainty and consequences” as the screening criteria, the content analysis of scientific risks in junior high school science textbooks is carried out. The analysis results show that there are 13 types of scientific risk sources in junior high school science textbooks, and the textbooks show the characteristics of full coverage of subjects, wide coverage of content and various forms of presentation; Biology textbooks mainly emphasize the scientific risks caused by the development and utilization of biological resources, physics textbooks mainly emphasize the scientific risks caused by irregular daily operations, and chemistry textbooks are more focused on the scientific risks caused by irregular experimental operations. The results of discourse strategy analysis show that the textbooks emphasize the scientific risk attitude of “evasion and resolution as the main, response and disposal as the auxiliary”. Students' subject participation is emphasized in scientific risks. It is required to strengthen students' scientific and rational evaluation and management of scientific risks and weaken students' extreme reaction to scientific risk.
GUO Ke, HU Yuan-Long, ZENG Yan. Content of Science Risk Education in Junior High School Science Textbooks[J]. Chinese Journal of Chemical Education, 2023, 44(1): 14-21.
