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An Analysis of the Representation of Physical Laws in Iranian Upper Secondary Physics Textbooks | ||
| Physics Journal | Farhangian University | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 05 مهر 1405 | ||
| نوع مقاله: Original Paper | ||
| شناسه دیجیتال (DOI): 10.48310/esip.2026.22595.1033 | ||
| نویسندگان | ||
| Somayeh Kiani* 1؛ Majid Afshari2 | ||
| 1Department of physics Education, Farhangian university, P. o. Box 14665-889, Tehran, Iran. | ||
| 2Department of Physics Education, Farhangian University, P.O. Box 144665-889, Tehran, Iran. | ||
| چکیده | ||
| Physical laws are central to both scientific explanation and physics education, yet little research has examined how they are represented as epistemological constructs in school textbooks. This study investigates the representation of physical laws in Iranian upper secondary physics textbooks, focusing on their epistemological framing, experimental basis, contextual relevance, and opportunities for inquiry-based learning. A qualitative content analysis was conducted on the official Grade 10–12 physics textbooks (2023 edition). An analytical framework informed by the Nature of Science (NOS) perspective and constructivist learning theory was used to analyze textual explanations, worked examples, laboratory activities, inquiry tasks, visual representations, and end-of-chapter exercises. The analysis identified 82 physical laws or formal relationships across the three textbooks. However, only 26 (32%) were accompanied by experimental activities, approximately 18% were explicitly connected to everyday or technological contexts, and only 16 of 120 student activities (13%) were classified as inquiry-oriented. Across all grade levels, physical laws were predominantly presented as mathematical formulas and computational tools, with limited attention to their empirical foundations, historical development, underlying assumptions, domains of applicability, or epistemological significance. These findings indicate that the current textbooks provide limited support for understanding physical laws as evidence-based and model-dependent scientific constructs. To foster scientific literacy and a more informed understanding of the Nature of Science, future textbook revisions should place greater emphasis on inquiry-based learning, historical and philosophical perspectives, and meaningful real-world applications of physical laws. | ||
| کلیدواژهها | ||
| Physical law؛ Physics education؛ Textbook content analysis؛ Nature of science؛ Conceptual understanding | ||
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