The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation.
Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities.
’Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students’ socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis.’
Tina A. Grotzer
Harvard University, Cambridge, Massachusetts, USA
The present book provides a much needed survey of the current state of research into science textbooks, and offers a widerange of perspectives to inform the 'science’ of writing better science textbooks.
Keith S Taber
University of Cambridge, Cambridge, United Kingdom
Spis treści
PART I – INTRODUCTION.- CHAPTER 1 The Criteria for Evaluating the Quality of the Science Textbooks, Iztok Devetak, Janez Vogrinc.- CHAPTER 2 Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Texts, Scott Slough, Erin Mc Tigue.- PART II – TEXTUAL AND LANGUAGE ANALYSIS OF SCIENCE TEXTBOOKS.- CHAPTER 3 Understanding the Disciplines of Science: Analyzing the Language of Science Textbooks, Sandy Muspratt, Peter Freebody.- CHAPTER 4 Towards a More Epistemologically Valid Image of School Science: Revealing the Textuality of School Science Textbooks, Kostas Dimopoulos, Christina Karamanidou.- CHAPTER 5 How Effective Is the Use of Analogies in Science Textbooks? Mary Kay Orgill.- CHAPTER 6 Textual Features and Language Demands of Primary Grade Science Textbooks: The Call for more Informational Texts in Primary Grades, Nadine Bryce.- PART III – CONTENT ANALYSIS OF SCIENCE TEXTBOOKS.- CHAPTER 7 A Review of the Earth Science Content of Science Textbooks in England and Wales, Chris King.- CHAPTER 8 A Content Analysis of Science in Nineteenth Century US Readers: Early American Science Education, Peter Rillero.- CHAPTER 9 Educational Approach to Environmental Complexity in Life Sciences School Manuals: An Analysis Across Countries, Silvia Caravita, Adriana Valente.- CHAPTER 10 Analysis of Turkish General Chemistry Textbooks based on a History and Philosophy of Science Perspective, Mansoor Niaz, Bayram Coştu.- CHAPTER 11 An Analysis of Standard-based High School Physics Textbooks of Finland and the United States, Do-Yong Park, Jari Lavonen.- CHAPTER 12 A Qualitative Method to Determine How Textbooks Portray Scientific Methodology, Ian C Binns.- CHAPTER 13 Science and Science Teaching, Nicos Valanides, Maria Papageorgiou, Pavlos Rigas.- CHAPTER 14 Content Analysis of Diagrams in Secondary School Science Textbooks, Yang Liu, David F. Treagust.- PART VI – CONCLUSION.- CHAPTER 15 Analysis of Science Textbooks for Instructional Effectiveness, Myint Swe Khine.
O autorze
Myint Swe Khine is Associate Professor and Head of Graduate Programs and Research Division at Bahrain Teachers College, University of Bahrain. He is also an Adjunct Associate Professor at the Science and Mathematics Education Centre, Curtin University of Technology, Australia. He received his Master degrees from the University of Southern California, Los Angeles, USA and University of Surrey, Guildford, UK; and Doctor of Science Education from Curtin University of Technology, Australia. He worked in Nanyang Technology University, Singapore and Murdoch University, Australia before joining the University of Bahrain. He publishes widely in the academic journals and edited several books. Recent publications include Engaged Learning with Emerging Technologies (Springer, 2006), Teaching with Technology: Strategies for Engaging Learners (Prentice-Hall, 2006), Knowing, Knowledge and Beliefs, Epistemological Studies across Diverse Cultures (Springer, 2008), and Fostering Scientific Habits of Mind: Pedagogical Knowledge and Best Practices in Science Education (Sense Publisher, 2009), New Science of Learning: Cognition, Computers and Collaboration in Education (Springer, 2010). His latest books, Perspectives on Scientific Argumentation and Advances in Nature of Science are published by Springer in 2011.
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