“Anti-Self-Learning Design”: Positioning Cognitive Biases in Textbooks and Their Correction——An Empirical Investigation Based on the New PEP Edition of Junior High School Physics

Abstract

In light of the current societal controversy surrounding the suitability of textbooks for self-study, this chapter takes the new edition of the junior high school physics textbook published by the People's Education Press (PEP) as a case study. A nationwide questionnaire survey was conducted to gather feedback on the use of this textbook. It was found that over half of the teachers and students agreed that the textbook exhibits an "anti-self-learning design." This perception was particularly pronounced among junior high school physics teachers. However, through a textual analysis of the organization and content of the physics textbook, the researchers found no evidence of any intentional factors designed to hinder self-study. On the contrary, the textbook is rich in guiding contextual elements, with various physics learning methods and thinking approaches introduced in the opening sections and throughout the chapters. Based on these findings, this chapter systematically proposes universal suggestions on how to correct cognitive biases regarding the textbook's positioning and effectively utilize the current textbook.