Abstract
Textbooks are widely-distributed didactic tool whose task is to perform several functions in teaching. This is not only the text which refers to educational content, but also a means of structuring the curriculum, activating and motivating students, managing learning etc.
These functions are provided through the various structural components in the textbooks. The influence of individual elements on the quality of teaching is influenced not only by the quality of these elements, but also by their use in teaching.
This contribution is aimed at presenting results on the method and frequency of use of individual elements in chemistry textbooks for primary schools from the teachers' perspective. Teachers' considered importance of these elements for the quality of chemistry teaching was also examined.
The data was obtained by means of a validated and piloted questionnaire in electronic form. It was completed by 387 chemistry teachers from 370 primary schools.
Out of the 15 structural elements evaluated, teachers often use: the structured text, photographs and educational illustrations. These elements are used by the majority of teachers to implement teaching.
In contrast, the plain text is most used by teachers to prepare teaching. They are least often used for out-of-school topics, explicit goal setting and references to other sources