نوع مقاله : مقاله پژوهشی
نویسندگان
گروه آموزش فیزیک، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Many school biology concepts rely on physical mechanisms for explaining phenomena; however, this interdisciplinary dependency has not been systematically investigated in the design of curriculum sequences. The purpose of this study was to identify the physical prerequisites of key 10th-grade biology concepts and analyze the longitudinal alignment of these prerequisites within the formal structure of the secondary science curriculum.Methods: Employing a qualitative approach through analytical-conceptual document analysis, the primary source was the 10th-grade biology textbook (2025 edition), with secondary school science textbooks (grades 7–9) and 10th-grade physics analyzed comparatively. The unit of analysis was defined as an explanatory concept-any textual or visual segment explicating a biological phenomenon via physical mechanisms. Analysis proceeded in three stages: concept extraction, reconstruction of dependencies, and alignment evaluation across temporal, depth, and contextual dimensions. Findings: The results indicated that out of 73 dependent concepts, 35.6% were completely absent and 20.5% had insufficient depth. Misalignments were clustered in the areas of pressure and fluid flow, diffusion, and gradients. Conclusion: The challenges of learning school biology cannot be attributed solely to the complexity of concepts; rather, the conceptual architecture of the curriculum is a key factor. The proposed framework of longitudinal conceptual coherence can serve as a tool for evaluating and redesigning interdisciplinary alignment in science and assist policymakers in designing more coherent curricula.
کلیدواژهها [English]
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