Examining the Curricular Design Principles of Senior High School Physics and History Textbooks

This project examined how senior high school physics textbooks introduce the scientific method and the history of science, and it offered suggestions for improvement: Instead of offering bits of information and unexplained terminology, aim to provide a cohesive knowledge system that invites further exploration and critical thinking. This project also analyzed the curricular design principles of both the old and the new high school history curriculum standards, identifying the respective strengths and weaknesses of each. The new curriculum is organized primarily around thematic history. It is strong in horizontal expansion across topics and places greater emphasis on social and cultural dimensions. The old curriculum, by contrast, is structured mainly around dynastic history. It is strong in vertical chronological continuity, focuses more on political and economic developments, and tends to follow a more traditional historiographical approach.