Conducting Content Analysis for Chemistry Safety Education Terms and Topics in Chinese Secondary School Curriculum Standards, Textbooks, and Lesson Plans Shows Increased Safety Awareness
Kai Chen, Jingming Zhou, Jiayi Lin, Jing Yang, Jiamin Xiang, Yizhou Ling
Abstract
The topic of chemistry safety was included at the margins of traditional chemistry education in China. In order to understand the concerns of the safety issues based on the new chemistry curriculum in the mainland China secondary school, this study analyzed old and new secondary chemistry curriculum standards via the Natural Language Processing & Information Platform (NLPIR). Results show that the frequency of chemistry-safety-related words increased in the new curriculum standards. Evidence that the safety content is enriched and enhanced can also be found in the new textbook. In addition, content analysis of lesson plans from Jiangsu teaching contests reveals that the chemistry teachers (CTs) pay more attention to the safety risk of experiments, but they generally ignore the consideration of risks from the perspective of the uncertainty of chemical reactions.