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Measuring the compliance of the 11th grade chemistry textbook with Kolb's experiential learning model | ||
| پژوهش در آموزش شیمی | ||
| مقاله 19، دوره 8، شماره 2 - شماره پیاپی 30، تیر 1405، صفحه 49-60 اصل مقاله (528.42 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.20440.1359 | ||
| نویسندگان | ||
| Hamideh Haghighat* 1؛ Ali Eghbali2؛ Majid Dadashzadeh3 | ||
| 1Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 3Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده | ||
| Background and Objective: This study aimed to analyze the content of the 11th-grade chemistry textbook based on Kolb’s experiential learning theory. According to Kolb’s theory, effective learning occurs when individuals can balance concrete experiences with abstract conceptualization, as well as reflective observation with active experimentation. Methods: The research was conducted using a quantitative approach with deductive content analysis. The study population included all educational content of the 11th-grade chemistry textbook (academic year 2023-2024) across three chapters, examined through a census method. The research tool was a researcher-made checklist based on Kolb’s four learning indicators, with content validity confirmed by a CVI of 0.95 and reliability by Scott's agreement coefficient between the four coders, 0.91, and based on the Miles-Huberman index, 0.90 for all themes. To analyze the content of the 11th grade chemistry textbook, the entire content of the book was examined with the "topic" analysis unit, and the data were analyzed using MAXQDA 2020 software and statistical methods including frequency counting, percentage, and Shannon entropy. Findings: The results revealed that abstract conceptualization had the highest representation (49.46%) in the textbook content, along with the highest information load (0.476) and importance coefficient (1.623). The indicators of concrete experience (26.98%) and reflective observation (22.79%) ranked next. In contrast, active experimentation had the lowest frequency (0.87%), information load (0.293), and importance coefficient (1.000). Conclusion: The findings suggest that while the 11th-grade chemistry textbook succeeds in delivering theoretical concepts, it requires revisions to balance theoretical and practical learning. Future editions should enhance laboratory and applied components to achieve more comprehensive experiential learning. | ||
| کلیدواژهها | ||
| Kolb's experiential learning theory؛ Textbook content analysis؛ 11th grade chemistry؛ Learning indicators؛ Curriculum planning | ||
| عنوان مقاله [English] | ||
| Measuring the compliance of the 11th grade chemistry textbook with Kolb's experiential learning model | ||
| نویسندگان [English] | ||
| Hamideh Haghighat1؛ Ali Eghbali2؛ Majid Dadashzadeh3 | ||
| 1Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 3Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective: This study aimed to analyze the content of the 11th-grade chemistry textbook based on Kolb’s experiential learning theory. According to Kolb’s theory, effective learning occurs when individuals can balance concrete experiences with abstract conceptualization, as well as reflective observation with active experimentation. Methods: The research was conducted using a quantitative approach with deductive content analysis. The study population included all educational content of the 11th-grade chemistry textbook (academic year 2023-2024) across three chapters, examined through a census method. The research tool was a researcher-made checklist based on Kolb’s four learning indicators, with content validity confirmed by a CVI of 0.95 and reliability by Scott's agreement coefficient between the four coders, 0.91, and based on the Miles-Huberman index, 0.90 for all themes. To analyze the content of the 11th grade chemistry textbook, the entire content of the book was examined with the "topic" analysis unit, and the data were analyzed using MAXQDA 2020 software and statistical methods including frequency counting, percentage, and Shannon entropy. Findings: The results revealed that abstract conceptualization had the highest representation (49.46%) in the textbook content, along with the highest information load (0.476) and importance coefficient (1.623). The indicators of concrete experience (26.98%) and reflective observation (22.79%) ranked next. In contrast, active experimentation had the lowest frequency (0.87%), information load (0.293), and importance coefficient (1.000). Conclusion: The findings suggest that while the 11th-grade chemistry textbook succeeds in delivering theoretical concepts, it requires revisions to balance theoretical and practical learning. Future editions should enhance laboratory and applied components to achieve more comprehensive experiential learning. | ||
| کلیدواژهها [English] | ||
| Kolb's experiential learning theory, Textbook content analysis, 11th grade chemistry, Learning indicators, Curriculum planning | ||
| مراجع | ||
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