Abstract
Textbooks represent the most specific form of curriculum used by both teachers and students. In view of this central role, textbooks are created to fulfil a wide range of functions.
In the field of chemistry textbooks for lower-secondary schools, this corresponds to their high didactic equipment. However, the possible impact of individual components on education depends on their use.
It reflects teachers' conception of textbook use in the context of their approach to teaching. The aim of this study was therefore to find out how important lower-secondary chemistry teachers consider individual textbook component, for what purposes and with what frequency they use them.
To this end, a questionnaire survey was carried out on a random sample of chemistry teachers allowing statistical generalization (N = 387). The data was evaluated using the CRISP-DM data mining methodology.
The results showed a high consistency in chemistry teachers' perception of textbooks as well as their rather conservative conception of teaching. Only eight components are considered by teachers to be relevant to the quality of teaching and are used rather frequently.
Significant relations were identified in the use of individual components. This is especially valid for textual and graphical components.
The research identified the components with the greatest potential influence on chemistry teaching. The high consistency in the teachers' perception of textbooks also points to the need for further teacher training in the possibilities of using other components.