Lyon, September 5th to 9th

Periodic Table in 9th grade textbooks

a critical analysis of the pedagogical approaches

Orlando Figueiredo Ceclia Galvo Institute of Education University of Lisbon www.ie.ul.pt

Introduction
The importance of textbooks Contextualization of this work Purpose

The Periodic Table: a very short history The Portuguese Curricula Methodology Results Final Discussion

Contents

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 The importance of textbooks

As, by norm, a significant amount of teachers do not use syllabus and curricula [] or construct their own materials, the textbooks authors become the main interpreters of the official documents []. That is why we claim that textbooks strongly influence what is going on in the classroom. []

Introduction

The mediating function between the intentional and the implemented curricula is deviated from the teachers to the editors. In accordance with UNESCOs primary mandate to promote peace through education, the foundation of its strategy to textbooks is based on their potential as media for introducing new concepts, teaching skills and shaping attitudes.
Apple, 2002, 2004; Morgado, 2004; UNESCO, 2005

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 Work contextualization
In 2007/08 the Portuguese government approved a law that obliges the certification of all textbooks by a multidisciplinary commission of experts. Science textbooks from 7th to 9th grade were evaluated by two commissions one for Physics and Chemistry and another to Biology and Geology headed by the same coordinator (the second author of this presentation). I was a member of the Physics and Chemistry team.

Introduction

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 Purpose
Understand the (degree of) compliance of textbooks with the National Curricula suggestions to teach the Periodic Table to 9th grade students.

Introduction
Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 A very short history

The Periodic Table

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 A very short history

The Periodic Table

In 1649 - Henning Brand (16301710)

a merchant and alchemist; identifies phosphorus, the first chemical element from modern times.

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 A very short history

The Periodic Table

1829 Johann Dobereiner (17801849) Ca - Sr - Ba (1817) Cl - Br - I and Li - Na - K (1829) Dobereiner's Triads

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 A very short history

The Periodic Table

1862 - Beguyer de Chancourtois (18201886) Geologist

Published the first PT based on atomic weights

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

 A very short history

The Periodic Table

1863/64 - John Newlands (1837-1898) Newlands octaves New version of the Periodic Table consisting of columns of eight elements (an octave) with similar properties

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 A very short history

The Periodic Table

1864 - Lothar Meyer (1830-1895) 1869 - Dimitri Mendeleiev (18341907)

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 A very short history

The Periodic Table

1869 - Dimitri Mendeleiev Loves to play solitaire cards Makes 63 cards containing the atomic weight, physical and chemical properties of all known elements

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 A very short history

The Periodic Table

1913 Atomic Number

Henry Moseley (18871915) corroborates the Van den Broeks suggestion that central charge in Rutherfords atom was equal to its position in the Periodic Table.

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 A very short history

The Periodic Table

Although modern Periodic Table is supported on the scientific concept of atomic number and atomic theory, its construction was mainly an inductive process with no theoretical framework to sustain it.

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The Portuguese Curricula

Two documents

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The Portuguese Curricula

Curriculum

General and Specific Competencies Global themes Earth in Space Earth in transformation Sustainability on Earth Living better on earth Main scientific subjects to teach in each theme

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The Portuguese Curricula

Guidelines

Emphasis on the Specific Competencies Global themes: more detailed approach to main scientific subjects to teach in each theme Suggestions of didactic strategies and tasks

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The Portuguese Curricula

The Periodic Table

Emphasis on the Specific Competencies Start with the Periodic Table (before the concept of atomic number) Students should group cards (made by them), with the identification of the elements (not necessarily all elements from the PT) and their main physical and chemical properties, using criteria decided by them. Discuss criteria used by students in grouping the elements Ask students to group the element cards by similarity of chemical properties Sustained by this new organization, introduce the modern Periodic Table Investigate the reasons behind the fact that some elements have similar chemical properties. Introduce the atomic structure and the concept of atomic number as an explanation to the similarity of chemical and physical properties Global themes: more detailed approach to main scientific subjects to teach in each theme Suggestions of didactic strategies and tasks

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The Portuguese Curricula

The Periodic Table

Portuguese Curricula advices an inductive strategy to teach the periodic table subject. Besides the scientific knowledge about the Periodic Table, this strategy facilitates the study of the PT within the context of its construction.

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Categories
Innovative Subject organization Content analysis (qualitative/interpretative)

Traditional

Traditional
Type of activities

Methodology

Innovative

Full Compliance with Curricula

Partial

Not Compliant

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Textbook

Number of schools using it 34% (441) 18% (238) 18% (230) 11% (145)

Category A

Category B

Category C

A B C D

Traditional Traditional Traditional Traditional

Traditional Traditional Traditional Traditional

Not compliant Not compliant Not compliant Not compliant

7% (93)
7% (93) 5% (60) 1% (8)

Innovative
Traditional Traditional Innovative

Traditional
Traditional Traditional Innovative

Not compliant
Not compliant Not compliant

Results

F G H

Partially compliant

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authors opted by a traditional approach it introduces the atomic structure and explains the concept of atomic number before the presentation of the periodic table; textbook (D) has some innovative tasks for students web and book research and presentation of the results to the class; textbook (F) is seriously worsened by several scientific errors.

Textbook A Textbook D Textbook F Textbook G

Results

739 (57%) schools

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Textbook B Textbook C

Results

468 (36%) schools

the Table of Contents presents the study of the PT before the atomic structure. However before introducing the PT, both textbooks present a rather incomplete, summary, and confused idea of the atomic number and proceed from there, to the periodic table explanation; both from the same editor.

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Textbook E

Results

93 (7%) schools

Textbook (E) does not use the card activity suggested in the curricula, but it uses an innovative approach to the TP study. It presents the PT of the elements departing from the elements characteristics and not from the constitution of the atom. However all the strategy is very expositive and tasks are very traditional and induce the students into a role of listen and reproduce.

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Textbook H

although it does not use the card activity suggested by the curricula it shows a socio-constructivist approach to the PT, complemented by activities of the same type; textbook (H) is adopted by less then 1% of the Portuguese schools with 9th grade classes.

Results

8 (1%) schools

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A big majority of Portuguese 9th grade Physics and Chemistry textbooks do not comply with curricula recommendations and prefer a deductive teaching strategy to an inductive one; A big majority of Portuguese 9th grade Physics and Chemistry textbooks convey traditional teaching strategies and traditional pictures of scientific knowledge; Criteria for science textbooks adoptions should be better understood by science education researchers.

Final Discussion

Figueiredo, O. & Galvo, C. Institute of Education University of Lisbon www.ie.ul.pt

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Thanks for attention.

The End

Merci pour votre attention. Bem-haja pela vossa ateno.

of1967@mac.com

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