PEDAGOGICAL CONSTRUCTIONS OF THE PERIODIC TABLE IN TEXTBOOKS OF ETHIOPIA, TÜRKİYE, AND INDIA

Özaşkın Arslan, A. G.; İrem Selin Demirbaş

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PEDAGOGICAL CONSTRUCTIONS OF THE PERIODIC TABLE IN TEXTBOOKS OF ETHIOPIA, TÜRKİYE, AND INDIA

Title	PEDAGOGICAL CONSTRUCTIONS OF THE PERIODIC TABLE IN TEXTBOOKS OF ETHIOPIA, TÜRKİYE, AND INDIA
Publication Type	Journal Article
Year of Publication	2026
Authors	Özaşkın Arslan, AG, Demirbaş, İS
Journal	Journal of Baltic Science Education
Volume	25
Issue	4
Start Page	681-694
Pagination	Continuous
Date Published	August / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	chemistry education, comparative textbook analysis, cross-national comparison, pedagogical representation, periodic table
Abstract	The periodic table is a foundational framework in science and chemistry education globally; however, its pedagogical presentation varies across educational and cultural contexts. Addressing this variation, the present study compares how the periodic table is represented in secondary-level science and chemistry textbooks from Ethiopia, Türkiye, and India. Using a comparative qualitative textbook analysis, the study examines five dimensions: curricular structure, conceptual depth, nature of science, pedagogical tools, and nature of activities. The findings show that, in all three contexts, the periodic table develops across grade levels rather than appearing as a single isolated unit, though the textbooks differ in how this development is organized. Differences appear in the continuity of topic progression, the timing and density of conceptual abstraction, the visibility of the nature of science, the use of analogies and visual supports, and the cognitive engagement promoted through activities. Ethiopia progresses from observable properties toward explanatory treatment of periodic trends, Türkiye from classificatory logic toward quantum-based interpretation, and India from early atomic-theoretical grounding toward specialized chemistry content. Rather than ranking textbook systems, the study interprets these representations as pedagogical structures that organize abstraction, representation, and learner engagement differently across national contexts.
URL	https://oaji.net/articles/2026/987-1789235417.pdf
DOI	10.33225/jbse/26.25.681
Refereed Designation	Refereed
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