Comparison of Experimental Inquiry in Senior High School Chemistry Textbooks Between China and the United States
LI Ting-Ting1, SHAO Chuan-Hua2**, WANG Zu-Hao2,3
1. Jiangsu Phoenix Education Publishing House, Nanjing 210000, China; 2. Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China; 3. School of Chemistry and Molecular Engineering, East China Normal University, Shanghai 200062, China
Abstract This paper employs content analysis to code and investigate the experimental inquiry content in the Jiangsu Education Edition high school chemistry textbook from China and the American high school chemistry textbook Chemistry: Concepts and Applications. The results indicate that the Jiangsu Education Edition textbook places higher demands on students in terms of evidence collection and conclusion formation. Chemistry: Concepts and Applications, on the other hand, pays more attention to the contextualization of experimental inquiry, emphasizing the integration of students’ prior knowledge and life experiences. Both Chinese and American textbooks exhibit unique characteristics in their presentation of experimental inquiry. Based on the analysis, the study provides recommendations for the design and use of experimental inquiry content in chemistry textbooks.
LI Ting-Ting, SHAO Chuan-Hua, WANG Zu-Hao. Comparison of Experimental Inquiry in Senior High School Chemistry Textbooks Between China and the United States[J]. Chinese Journal of Chemical Education, 2025, 46(9): 7-13.
