Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

Author:

Johnson Claudia E.,Boon Helen J.

Publisher

Springer International Publishing

Reference52 articles.

1. Adamson, S., Alini, O., Champion, N., & Kuhn, T. (2018). Nelson QScience physics units 3 & 4 (1st ed.). Cengage Learning Australia.

2. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. Abridged. Longman.

3. Andersson-Bakken, E., Jegstad, K. M., & Bakken, J. (2020). Textbook tasks in the Norwegian school subject natural sciences: What views of science do they mediate? International Journal of Science Education, 42(8), 1320–1338. https://doi.org/10.1080/09500693.2020.1756516

4. Assaly, I. R., & Smadi, O. M. (2015). Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100–110. https://doi.org/10.5539/elt.v8n5p100

5. Baker, M., Allinson, A., Devlin, J., Eddy, S., & Hore, B. (2019). Pearson physics Queensland 12 units 3 & 4 student book (1st ed.). Pearson Education Australia.

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