Abstract
One of the main determinants of effective learning is the students' activity. In this sense, learning tasks play a key role.
The characteristics of the tasks also affects the development of students' chemical thinking and science literacy, which do not only consist of facts acquisition. Textbooks are a widely used didactic aids representing the most specific elaboration of the intended curriculum, including tasks.
They are intended primarily for students, but at the same time are being used by most teachers to prepare their lessons, which supports the textbooks' impact on education. The aim of this contribution is to present the procedure of chemistry textbook analysis for lower-secondary education in Czechia, focused on the included task.
The tasks in the commonly used chemistry textbooks for the 8th year were analysed based on the response type, intended cognitive processes, and intended types of knowledge. The revised Bloom's taxonomy was used for this purpose.
The results show that there are similar trends in the analysed textbooks. Only a low variability of tasks was found.
In all the analysed textbooks, the tasks are usually open-ended and tasks requiring understanding factual and conceptual knowledge dominate.