TAPSE: Textbook Analysis in Primary Science Education

Duration

May 2016 - April 2019

Funding

University of Luxembourg

Context and objectives

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task‐orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task‐oriented potential; (b) itemizing different types of task‐orientation potential; and (c) comparing the textbooks with respect to country‐ and period‐specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization.

Project team

Publications

  • Andersen, Katja Natalie (2020). Assessing Task-orientation Potential in Primary Science Textbooks: Toward a New Approach. In Journal of Research in Science Teaching 57 (4), 481-509. DOI: 10.1002/tea.21599. (Publication as Download)
  • Andersen, Katja Natalie (2018). Evaluation of school tasks in the light of sustainability education: Textbook research in science education in Luxembourgish primary schools. In Environmental Education Research (2018), 24(9), 1301-1319. DOI: 10.1080/13504622.2017.1384798.
  • Andersen, Katja Natalie (2018). Schulbuchentwicklung in Luxemburg: Forschungsergebnisse der TAPSE-Studie. In Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.), Nationaler Bildungsbericht Luxemburg 2018. Luxembourg: We-Print, 189-190.
  • Paraschou, Athina; Andersen, Katja Natalie (2020). Political Correctness unter dem Aspekt der Anerkennung in der Migrationsgesellschaft: Eine kritische Reflexion von Schulbüchern in der Primar- und Sekundarstufe. In Jahrbuch für Pädagogik 2018 (1), 119-134. DOI: 10.3726/JP012018k_119.
  • Andersen, Katja Natalie (2019). Bildung für nachhaltige Entwicklung in der Grundschule: Praxisrelevante Ergebnisse einer international-vergleichenden Studie in Deutschland und Luxemburg. In Peschel, Markus; Carla, Ursula (Eds.), Dimensionen des Sachunterrichts: Kinder - Sachen - Welten. Baltmannsweiler:  Schneider Verlag Hohengehren, 91-100.
  • Andersen, Katja Natalie (2021). Bildung für Nachhaltige Entwicklung in luxemburgischen Lehrwerken: Ergebnisse der TAPSE-Studie. In Luxembourg Centre for Educational Testing (LUCET) & Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.), Nationaler Bildungsbericht Luxemburg 2020. Luxembourg: We-Print.