Abstrakt
Textbooks as a prominent product of educational content's didactical transformation are usually published as a serries pro. Textbooks are oftentimes accompanied by workbooks and teacher's books.
These publications are design to support teacher's work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary school, the goal was to map chemistry teachers' use of workbooks and teacher's books.
An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher's books' use, frequency of use, perceived importance and purpose were gathered.
Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher's books are only being used by 24% of teachers with only 4% reporting their frequent use. The results showed workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation.
The absence of a teacher's book or teachers' reluctance to use them even when available also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.