This study investigates the narratives of several chemistry teachers with different backgrounds about the positive and negative effects of textbook content change. The research in question is narrative and belongs to the notion of qualitative and interpretive research. The findings of this study, derived from the speeches and narratives of chemistry teachers, resulted from the question, "What are the positive and negative effects of changing the content of chemistry textbooks on the teaching process?" with 5 faculty members of Farhangian University and 10 teachers with more than 15 years of experience in chemistry. After collecting their opinions on the subject, these comments were reviewed and followed up. Some of the most important effects of changing textbook content are: mismatch of course content with class duration, multiple authorship of textbook content, inflexibility of teachers. Experience with new textbooks, increased student stress for entrance exams, more practical use of textbooks, and context-centered books that can affect the teaching process in various ways.
Pangh, A., Rajabloo, A., & Movahedfar, A. (2019). Content Analysis of Secondary School Chemistry Textbooks regarding the Impact of Its Change on the Teaching Process of Chemistry Teachers in Mashhad. Research in Chemistry Education, 1(3), 43-52.
MLA
Abdolhakim Pangh; Ali Rajabloo; Ali Movahedfar. "Content Analysis of Secondary School Chemistry Textbooks regarding the Impact of Its Change on the Teaching Process of Chemistry Teachers in Mashhad", Research in Chemistry Education, 1, 3, 2019, 43-52.
HARVARD
Pangh, A., Rajabloo, A., Movahedfar, A. (2019). 'Content Analysis of Secondary School Chemistry Textbooks regarding the Impact of Its Change on the Teaching Process of Chemistry Teachers in Mashhad', Research in Chemistry Education, 1(3), pp. 43-52.
VANCOUVER
Pangh, A., Rajabloo, A., Movahedfar, A. Content Analysis of Secondary School Chemistry Textbooks regarding the Impact of Its Change on the Teaching Process of Chemistry Teachers in Mashhad. Research in Chemistry Education, 2019; 1(3): 43-52.
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