• Childs, P. E., Hayes, S. M., & O’Dwyer, A. (2015). Chemistry and everyday life: relating secondary school chemistry to the current and future Lives of students. In I. Eilks & A. Hofstein (Eds.), Relevant chemistry education (pp. 33-54). Rotterdam: Sense. https://doi.org/10.1007/978-94-6300-175-5_3.
• Chiu, M.-H. (Ed.). (2016). Science education research and practices in Taiwan. Dordrecht: Springer. https://doi.org/10.
• 1007/978-981-287-472-6.
• Choi, B.-S., & Choi, A. (2016). Overview of science education research and practice in Korea. In M.-H. Chiu (Ed.), Science education research and practice in Asia (pp. 245-273). Dordrecht: Springer. https://doi.org/10.1007/.
• 978-981-10-0847-4_14.
• De Jong, O. (2006). Making chemistry meaningful: conditions for successful context-based teaching. Educación Química, 17, 215–226. https://doi.org/10.22201/fq.18708404e.2006.4e.66010.
• Devetak, I., & Vogrinc, J. (2013). The criteria for evaluating the quality of the science textbooks. In M. S. Khine (Ed.), Critical analysis of science textbooks (pp. 3-15). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4168-3_1.
• Ding, B. P. (2010). On the typologies and essential characteristics of inquiry-oriented science teaching. Educational Research, 2010(10), 81-85.
• Dong Zong (2017). The background of Dong Zong’s establishment. Retrieved on June 30, 2018, from http://www.dongzong.my/eindex.php.
• Eilks, I., Rauch, F., Ralle, B., & Hofstein, A. (2013). How to allocate the chemistry curriculum between science and society. In I. Eilks & A. Hofstein (Eds.), Teaching chemistry–A studybook (pp. 1-36). Rotterdam: Sense. https://doi.org/10.1007/978-94-6209-140-5_1.
• Gilbert, J. K. (2006). On the nature of context in chemical education. International Journal of Science Education, 28(9), 957–976. https://doi.org/10.1080/09500690600702470.
• Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26. https://doi.org/10.1037/0003-066X.53.1.5.
• Guo, C.-J., & Chiu, M.-H. (2016). Opportunities and challenges for science education in Asia: Perspectives based on the Taiwan experience. In M.-H. Chiu (Ed.), Science education research and practice in Asia (pp. 175-196). Dordrecht: Springer. https://doi.org/10.1007/978-981-10-0847-4_10.
• Halim, L., & Meerah, T. S. M. (2016). Science education research and practice in Malaysia. In M.-H. Chiu (Ed.), Science education research and practice in Asia (pp. 71-93). Dordrecht: Springer. https://doi.org/10.1007/978-981-10-0847-4_5.
• Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education: a pedagogical justification and the state of the art in Israel, Germany and the USA. International Journal of Science and Mathematics Education, 9(6), 1459-1483. https://doi.org/10.1007/s10763-010-9273-9.
• Hofstein, A., & Kesner, M. (2015). Learning from and about Industry for Relevant Chemistry Education. In I. Eilks & A. Hofstein (Eds.), Relevant chemistry education (pp. 285-299). Rotterdam: Sense. https://doi.org/10.1007/978-94-6300-175-5_15.
• Holman, J. (1987). Resources or courses? Contrasting approaches to the introduction of industry and technology to the secondary curriculum. School Science Review, 68(244), 432-438.
• Huang, D. S. (2010). Basic Chemistry 1 (1st ed.). Taiwan: LungTeng Culture Co., Ltd.
• Huang, F. Q. (2004). Curriculum reform in contemporary China: seven goals and six strategies. Journal of Curriculum Studies, 36(1), 101-115. https://doi.org/10.1080/002202703200004742000174126.
• Hu, J. H., & Wang, L. (2005). Scientific teaching exploration - an inquiry-based constructive teaching. Education Science Research, 2005(4), 35-37.
• Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75-83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x.
• Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing domain. Journal of Chemical Education, 70(9), 701-705. https://doi.org/10.1021/ed070p701.
• Johnstone, A. H. (2000). Teaching of chemistry-logical or psychological? Chemistry Education Research and Practice in Europe, 1(1), 9-15. https://doi.org/10.1039/A9RP90001B.
• Karpudewan, M., & Chua, K. E. (2016). Cultural background and the science laboratory learning environment: The Malaysian lower secondary students’ perspective. In I. Eilks, S. Markic & B. Ralle (Eds.), Science education research and practical work (pp. 93-104). Aachen: Shaker.
• Khaddoor, R., Al-Amoush, S., & Eilks, I. (2017). A comparative analysis of the intended curriculum and its presentation in 10th grade chemistry textbooks from seven Arabic countries. Chemistry Education Research and Practice, 18, 375-385. https://doi.org/10.1039/C6RP00186F.
• King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87. https://doi.org/10.1080/03057267.2012.655037.
• Liu, C. K., & Chiu, M. -H. (2012). Review and prospect of the development of our secondary school science curriculum over the past century. Science Education Monthly, 347, 2-20.
• Liu, H. X. (2010). Centennial changes of basic education in Taiwan. Education and Examination, 2010(6), 88-93. https://doi.org/10.16391/j.cnki.jyks.2010.06.007.
• Liu, X., Liang, L. L., & Liu, E. (2012). Science education research in China: challenges and promises. International Journal of Science Education, 34(13), 1661-1670. https://doi.org/10.1080/09500693.2012.709330.
• MICSS. (1996). Upper secondary school chemistry (1st ed.), Malaysia: United Chinese School Committees’ Association of Malaysia (Dong Zong).
• Roberts, D. A. (1982). Developing the concept of “curriculum emphases” in science education. Science Education, 66(2), 243-260. https://doi.org/10.1002/sce.3730660209.
• Roseman, J. E., Stern, L., & Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching, 47(1), 47-70. https://doi.org/10.1002/tea.20305.
• Seligardi, R. (2006). Views of chemistry and chemical theories: A comparison between two university textbooks in the Bolognese context at the beginning of the 19th century. Science & Education, 15, 713-737. https://doi.org/10.1007/s11191-005-2486-6.
• Shehab, S. S., & BouJaoude, S. (2017). Analysis of the chemical representations in secondary Lebanese chemistry textbooks. International Journal of Science and Mathematics Education, 15(5), 797-816. https://doi.org/10.1007/s10763-016-9720-3.
• Sjöström, J., Rauch, F., & Eilks, I. (2015). Chemistry education for sustainability. In I. Eilks & A. Hofstein (Eds.), Relevant chemistry education (pp. 163-184). Rotterdam: Sense. https://doi.org/10.1007/978-94-6300-175-5_9.
• Song, X. Q. (Ed.). (2007a). Chemistry 1 (3rd ed.). Beijing: People Education Press.
• Song, X. Q. (Ed.). (2007b). Chemistry 2 (3rd ed.). Beijing: People Education Press.
• Stein, M., Stuen, C., Carnine, D., & Long, R. M. (2001). Textbook evaluation and adoption. Reading & Writing Quarterly, 17(1), 5-23. https://doi.org/10.1080/105735601455710.
• Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34. https://doi.org/10.1080/03057267.2013.802463.
• Sun, Y. Q., Xu, D. F., Zhang, F. S., & Zhao, C. X. (Eds.). (2016). 25 Years of Shanghai curriculum reform, Shanghai: Shanghai Educational Publishing House.
• Talanquer, V. (2011). Macro, submicro, and symbolic: the many faces of the chemistry “triplet”, International Journal of Science Education, 33(2), 179-195. https://doi.org/10.1080/09500690903386435.
• Teddlie, C. & Tashakkori, A. (Eds.). (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks: Sage.
• Van Berkel, B. (2005). The structure of current school chemistry – a quest for conditions for escape. Utrecht: CD-β.
• Van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2007). The relationship between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17(2), 156–171. https://doi.org/10.1016/j.learninstruc.2007.01.010.
• Wang, L. (Ed.). (2007a). Chemistry 1 (3rd ed.). Shandong: Shandong Science and Technology Press.
• Wang, L. (Ed.). (2007b). Chemistry 2 (3rd ed.). Shandong: Shandong Science and Technology Press.
• Wang, L. (2010). Basic chemistry education curriculum reform progress and reflection in the past years (Volume I). Chinese Journal of Chemical Education, 31(4), 15-21.
• Wang, L., Zhu, Y. J., Jiang, Y. X., Wei, R., Zhou, Y., Guo, Y. Y., Wei, X., Yang, W. Y., & Liu E. S. (2016). Science education research in mainland China. In M.-H. Chiu (Ed.). Science education research and practice in Asia (pp. 17-39). Dordrecht: Springer. https://doi.org/10.1007/978-981-10-0847-4_2.
• Wang, S. H., & He, C. X. (2012). The comparison of “chemical reaction rate” content represented in different high school chemistry textbooks. Teaching and Learning Reference for Middle School Chemistry, 2012(4), 40-43.
• Wang, Z. H. (Ed.). (2014). Chemistry 1 (6th ed.). Nanjing: Jiangsu Education Press.
• Wang, Z. H. (Ed.). (2015). Chemistry 2 (6th ed.). Nanjing: Jiangsu Education Press.
• Wang, W. J., Wang J. Y., Zhang G. Z., Lang Y., & Mayer V. J. (1996). Science education in the People’s Republic of China. Science Education, 80(2), 202-223. https://doi.org/10.1002/(SICI)1098-237X(199604)80:2<203::AID-SCE5>3.0.CO;2-K.
• Xiong, Z. D., & Chen, J. C. (2001). A brief history of the evolution of science education in primary and secondary schools in Taiwan. Asia-Pacific Forum on Science Learning and Teaching, 2(1), 1-6.
• Yao, Z. P. (Ed.). (2007a). Chemistry Volume 1 (1st ed.). Shanghai: Shanghai Scientific and Technical Publishers.
• Yao, Z. P. (Ed.). (2007b). Chemistry Volume 2 (1st ed.). Shanghai: Shanghai Scientific and Technical Publishers.
• Yeh, M. C. P. (Ed.). (2010). Basic Chemistry 1 (1st ed.). Taiwan: Nan I Book Enterprise Co., Ltd.
• Zhong, X. M. (2005). Challenge and development. Curriculum, Teaching Material and Method, 25(8), 79-83.

Vancouver

Chen X, Chiu M, Eilks I. An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities. EURASIA J Math Sci Tech Ed. 2019;15(2):em1663. https://doi.org/10.29333/ejmste/100642

APA

Chen, X., Chiu, M., & Eilks, I. (2019). An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), em1663. https://doi.org/10.29333/ejmste/100642

AMA

Chen X, Chiu M, Eilks I. An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities. EURASIA J Math Sci Tech Ed. 2019;15(2), em1663. https://doi.org/10.29333/ejmste/100642

Chicago

Chen, Xiaoge, Mei-Hung Chiu, and Ingo Eilks. "An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 2 (2019): em1663. https://doi.org/10.29333/ejmste/100642

Harvard

Chen, X., Chiu, M., and Eilks, I. (2019). An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), em1663. https://doi.org/10.29333/ejmste/100642

MLA

Chen, Xiaoge et al. "An Analysis of the Orientation and Emphasis of Intended Grade-10 Chemistry Curricula as Represented in Textbooks from Different Chinese Communities". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 2, 2019, em1663. https://doi.org/10.29333/ejmste/100642