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One way of checking tο what extent instructional textbooks achieve their aim is to evaluate the questions they contain. In this work, we analyze the questions that are included in the chapters on chemical bonding of ten general chemistry textbooks. We study separately the questions on intra- and on intermolecular bonding, with the former outnumbering the latter by far. Two aspects of the questions are examined: their form (closed or open type, including their various forms), and the kind of knowledge they test (declarative or procedural knowledge). Questions were further partitioned into four categories, following Pearson and Johnson's and Raphael's schemes of Question-Answer Relationship (QAR) in which: (1) text-centered questions are divided into (a) 'precisely there', and (b) 'think and search'; and (2) cognition-centered questions that are divided into 'you and the author' and 'on your own'. The following conclusions were drawn: closed-type questions outnumber by far the open-type ones, and are mainly of the 'short answer' category; the majority test for declarative knowledge, with fewer questions testing for procedural knowledge; there was complete lack of metacognitive questions; no questions were found that deal with relevant experimental processes. Implications for textbook authors and teachers are discussed.

We present a programme for a novel introductory lower-secondary chemistry course (seventh or eighth grade) that aims at the application of theories of science education, and in particular of conceptual/meaningful learning and of teaching methodology that encourages active and inquiry forms of learning The approach is rigorous with careful use of the language, and taking account of students' alternative ideas and misconceptions. Cognitive development and critical thinking are also taken care of. Experiments are designed to be executed by the students working in pairs. There is connection of science with everyday life and applications and awareness of the environmental problems. Finally, special emphasis is paid to the meaningful introduction of the concepts of molecule and atom; this introduction is delayed until the last two units of the course. The programme is made of six units (matter and soil, water, chemical reactions, air, molecules, atoms) that contain twenty-four lessons. A textbook was written and subjected to a preliminary evaluation by four experienced Greek science teachers, who considered as strong points the following features: emphasis on experimental teaching, observation, description, and explanation of phenomena by the students, taking of students misconceptions into account; in addition, the teachers were enthusiastic about the approach to the concepts of molecule and atom. Finally, the questions of the book were evaluated by using the Pearson, Johnson and Raphael scheme. Chemistry Education Research and Practice