Author(s): Blake A; Newton DP; Brown LD
Abstract: Given that explanatory understanding is important in science education, do elementary science books shaow a concern for explanatory understanding? Using a structured analysis schedule, this study explored the extent to which 76 current elementary science textbooks, intended for use with older elementary children (7-11 years), showed a concern for explanatory understanding. The results indicated that the majority of the books did not reflect such a concern. Nevertheless, some books did include causal and intentional explanations. These could be a useful resource in that they could help shape both teachers' and children's conceptions of what counts as understanding in science.
Notes: Explores the importance of understanding in science education and text as surrogate teacher. A scheme for analysing school book discourse and results from a sample study are described.
Keywords: elementary science, understanding text
|
Dr Anthony Blake
|
|