Abstract
Students' activity is one of the key aspects of effective education. In this sense, learning tasks are significant.
As textbooks in general represent the most specific form of the intended curriculum, the tasks contained in science textbooks show both students' the learning opportunities and the presented nature of science (education). In this paper, analysis of tasks in Czech lower-secondary chemistry textbooks for 8th grade is presented.
Position of the tasks within the chapter/units was identified, so were the expected answer.. With the use of the revised Bloom's taxonomy cognitive difficulty and required knowledge type was analysed too.
The results show high homogeneity of tasks in textbooks confirming a strong task culture in lower-secondary chemistry education. The textbook mostly focus on open-ended tasks, mostly, only short answers are required.
From the cognitive variety, the textbook tasks remain focused only on lower-order thinking and factual or conceptual knowledge.