Twenty-ninth International Conference on Learning

Abstract

This study addressed the representation of the nature of science (NOS) in high school science textbooks used in Quebec (Canada). A content analysis method was adopted to analyze the NOS in relation to optics’ knowledge in Grade 9 science and technology textbooks and Grade 11 physics textbooks. All these textbooks were approved and authorized by the provincial Ministry of Education. Our analysis points out that most of these editions provided poor representation of NOS. None of them indicates that scientific knowledge is subject to change, even though the history of optics reveals evolutionary and revolutionary changes. Moreover, the analysis shows that textbooks place little emphasis on the discussion of scientific laws and theories. Few of them argue that scientific inquiries are required to gain a deep understanding of scientific concepts. Moreover, they rarely present empirical evidence to support their arguments.