THE CONTRIBUTION OF STSE EDUCATION CONTENT TO SCIENTIFIC LITERACY IN PHYSICS TEXTBOOK

The content of STSE education is an important part of scientific literacy, an important method for shaping talents with scientific literacy, and a key curriculum goal established by the 2017 edition of the general high school science curriculum standards. As the main material for students to acquire knowledge and an important resource for teaching, textbooks, to a certain extent, influence teachers' and students' knowledge and understanding of STSE educational contents and the achievement of students' scientific literacy. In order to explore the contribution of textbooks to scientific literacy, a “Science Literacy Oriented STSE Education Model” was established, based on which a textual analysis framework of STSE education content (including 5 primary dimensions and 17 secondary indicators) was constructed. Taking the high school physics textbook of the People's Education Publishing House (six volumes in total) as the research object, a total of 179 statements related to STSE education content were identified by combining quantitative and qualitative research on STSE education content in high school physics textbooks. The results showed that the textbooks highly emphasize the interrelationship of science, technology, society, and the environment, which provides important material for the achievement of scientific literacy. However, it also found that the representation of the 5 primary dimensions is not balanced and some of the secondary indicators are missing, as well as the perception of technology as a level of applied scientific epistemology. Finally, some suggestions are made in response to the findings.