Abstract
One of the most important aspects determining the effectiveness of learning is the students' activity. Learning roles play a key role in this.
Their nature also affects the development of chemical thinking and natural literacy, which do not consist solely of the mastery of factual knowledge. Textbooks are a widely used didactic tool representing the most concrete form of processing the intended curriculum, including tasks.
These are intended primarily for students, but at the same time, they are also being used by most teachers for the preparation of teaching, which further increases their impact on education. The aim of this paper is to present the procedure of analysis of Czech chemistry textbooks for lower-secondary schools focused on the included tasks.
These were analyzsed in the most commonly used chemistry textbooks for the 8th grade from the type of response's, cognitive difficulty and the required type of knowledge point of view. A revised Bloom taxonomy was used for the evaluation.
The results show similar trends in the textbooks analysed. In chemistry textbooks there is only low variability of tasks.
In all the analysed textbooks, open questions are included in particular and the tasks focused on understanding factual or conceptual knowledge prevail.