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Critical Analysis of Science Textbooks : Evaluating Instructional Effectiveness.

By: Material type: TextPublisher: Dordrecht : Springer Netherlands, 2013Copyright date: ©2013Edition: 1st edDescription: 1 online resource (312 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789400741683
Subject(s): Genre/Form: DDC classification:
  • 507.12
Online resources:
Contents:
Intro -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: The Criteria for Evaluating the Quality of the Science Textbooks -- Introduction -- Textbooks in Science Teaching and Learning -- The Analysis of the Science Textbooks -- Teachers and Textbooks in Science Classroom -- Textbooks' Quality Criteria -- Conclusion -- References -- Chapter 2: Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Textbooks -- Guidelines for Evaluating the Graphics in Science Textbooks -- Complex Categorization Systems: Accounting for Numerous Types -- Teacher-Friendly Classification System -- Simpler Classification Systems -- Parts and Steps -- Text-Diagram Integration -- Application and Discussion -- Appendix -- Graphical Analysis Protocol (GAP) -- Working Definitions and Codes -- Part I: Text (At This Point You Code at the Page Level) -- Part II: Graphics (Now You Code at the Individual Graphics) -- Part III: Integration -- References -- Part II: Textual and Language Analysis of Science Textbooks -- Chapter 3: Understanding the Disciplines of Science: Analysing the Language of Science Textbooks -- Introduction -- The Study -- Vocabulary Diversity -- Contrasting Low Diversity Chapters with High Diversity Chapters -- Major Structural Relations -- Patterns of Co-occurrence -- Grouping the Chapters -- Contrasting Classification Systems -- Associations Among the Groupings -- Conclusions -- References -- Corpus Materials -- Chapter 4: Towards a More Epistemologically Valid Image of School Science: Revealing the Textuality of School Science Textbooks -- School Science and Science in the Public Field -- The Concealment of Textuality of School Science Textbooks -- Towards a Proposal for the Disclosure of Textuality of Educational Materials for the Teaching of Natural Sciences.
Textual Types Revealing Textuality and Thus Enhancing Reflexivity -- Dialogue -- Theatrical Script (Play) -- The Attribution of Human Voice to Entities -- The Diary -- Review of the Literature -- Description of Conditions Behind the Authorship of Educational Material Texts -- Quotations -- Figures of Speech -- Irony -- Paradox -- Hyperbole -- Rhetorical Questions -- Self-Reference -- Reinforcing the Modality of Formalities -- Synopsis -- Postscriptum -- References -- Chapter 5: How Effective Is the Use of Analogies in Science Textbooks? -- Introduction -- Potential Roles of Analogies in Promoting Meaningful Learning -- Challenges and Difficulties Associated with Using Analogies in a Classroom Setting -- What Does Research Tell Us About How Analogies Should Be Used? -- Textbook Analogies -- Research About the Effects of Textual Analogies on Learning -- How Effective Is Analogy Use in Science Textbooks? -- Implications for the Future Use of Analogies in Science Textbooks -- Teaching-With-Analogies Model -- FAR (Focus, Action, Reflection) Model -- Conclusions -- References -- Chapter 6: Textual Features and Language Demands of Primary Grade Science Textbooks: The Call for More Informational Texts in Primary Grades -- The Trouble with Textbooks -- Systematic Analysis of Textual Features and Language Demands in Science Textbooks (and the Impact on Instruction) -- Discussion -- Instructional Implications -- Recommendations for Teaching with Science Textbooks -- References -- Part III: Content Analysis of Science Textbooks -- Chapter 7: A Review of the Earth Science Content of Science Textbooks in England and Wales -- Background to the Review -- Book Selection for the Review -- Review Structure -- Moderation Process -- Textbook Survey Results -- An Analysis of the Published Errors/Oversimplifications -- Discussion -- Conclusion -- References.
Chapter 8: A Content Analysis of Science in Nineteenth- Century US Readers: Early American Science Education -- Introduction -- Nineteenth-Century Schooling -- The Textbook of the Century -- The Teaching Method of the Century -- Science Education -- Methods -- Lesson Analysis -- Popular Readers of the Nineteenth Century -- Accessing Nineteenth-Century Books -- Results -- Science Quantity -- Science Content -- Methods of Depiction -- Discussion -- Conclusion -- Appendix A -- Bibliography for Most Popular Readers by Vicennial Periods Organized by Year of Publishing -- 1800-1819 -- 1820-1839 -- 1840-1859 -- 1860-1879 -- 1880-1899 -- References -- Chapter 9: Educational Approach to Environmental Complexity in Life Sciences School Manuals: An Analysis Across Countries -- Introduction -- The Specific Concerns of Environmental Education -- Methodological Aspects of the Analyses of School Manuals in the BIOHEAD-Citizen Project -- Main Items in the General Grids -- Main Items in the Specifc Grid for the Subtopic Ec&amp -- cy -- Main Items Included in the Specific Grid for the Subtopic Po -- An Extension of the BIOHEAD Poject -- The Space That Ecology and Environmental Issues Have in the Life Sciences Manuals of Secondary School -- The Rhetorical Function of the Images -- The Human-Nature Relationship: Conceptions Conveyed by the Images -- The Approach to the Complexity of Ecosystem and Their Perturbation from Pollutants -- How Complex Versus Linear Is the Approach to Ec&amp -- cy and Po in the Text and Images Inserted in the Text -- Socioeconomic and Ethical Dimensions in the Management of Environmental Problems -- Occurrence of Sentences That Reveal Epistemological Concern -- The Pedagogical Style -- Including Time Dimension: A Comparison of Italian and French Textbooks Published in the Period 1996-2011 -- Conclusions -- References.
Chapter 10: Analysis of Turkish General Chemistry Textbooks Based on a History and Philosophy of Science Perspective -- Introduction -- Method -- Procedure for Implementing the Criteria -- Results and Discussion -- Evaluation of Atomic Structure in Turkish General Chemistry Textbooks -- Evaluation of Determination of the Elementary Electrical Charge (Oil Drop Experiment) in Turkish General Chemistry Textbooks -- Evaluation of Kinetic Molecular Theory of Gases in Turkish General Chemistry Textbooks -- Evaluation of the Origin of the Covalent Bond in Turkish General Chemistry Textbooks -- Conclusion and Educational Implications -- Appendix: List of Turkish General Chemistry Textbooks Analyzed (n = 27) -- References -- Chapter 11: An Analysis of Standards-Based High School Physics Textbooks of Finland and the United States -- Introduction -- Theoretical Framework -- Curriculum and the Textbook as Reform Tool -- Inquiry -- Questions -- Methodology -- Sample -- U.S. Active Physics -- Finnish Physica -- Analysis Form of Textbooks -- Questioning Style -- Level of Inquiry Activities -- Results -- General Features of Textbooks -- Questioning Style -- Frequency of Experiential and Non-experiential Questions -- Discussions and Implications -- General Features of Two Textbooks -- Level of Laboratory Activities -- Questioning Type -- Appendix: Textbook Questioning Style Assessment Instrument (TQSAI) -- Definitions of Types of Questions -- References -- Chapter 12: A Qualitative Method to Determine How Textbooks Portray Scientific Methodology -- Literature Review -- Method -- Sample -- Data Collection -- Data Analysis -- Reliability and Validity of the Rubric -- Results -- Initial Descriptions of Scientific Methodology -- Examples in the Text -- Summary -- Discussion and Conclusions -- References -- Chapter 13: Science and Science Teaching -- Introduction.
Textbook Analysis -- Science Textbooks in Primary Schools -- Results -- Pressure -- Acids and Alkalines -- Heat -- Human Circulatory System -- Conclusions and Discussion -- References -- Chapter 14: Content Analysis of Diagrams in Secondary School Science Textbooks -- Introduction -- Visualization in Science Education -- Types of Diagrams -- Research Design -- Research Objectives -- Procedure -- Results and Discussion -- Prevalence of Diagrams -- Distribution Differences -- Trends Across Textbook Types -- Discussion -- Implications -- References -- Part IV: Conclusion -- Chapter 15: Analysis of Science Textbooks for Instructional Effectiveness -- Introduction -- Criteria and Protocol -- Textual and Language Analysis of Science Textbooks -- Content Analysis of Science Textbooks -- Conclusion -- References -- Index.
Summary: This book synthesizes the growing body of research on science textbooks. It explores  theoretical and philosophical underpinnings, methodological issues, critical analysis and conceptual frameworks and tools for the evaluation of textbooks.
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Intro -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: The Criteria for Evaluating the Quality of the Science Textbooks -- Introduction -- Textbooks in Science Teaching and Learning -- The Analysis of the Science Textbooks -- Teachers and Textbooks in Science Classroom -- Textbooks' Quality Criteria -- Conclusion -- References -- Chapter 2: Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Textbooks -- Guidelines for Evaluating the Graphics in Science Textbooks -- Complex Categorization Systems: Accounting for Numerous Types -- Teacher-Friendly Classification System -- Simpler Classification Systems -- Parts and Steps -- Text-Diagram Integration -- Application and Discussion -- Appendix -- Graphical Analysis Protocol (GAP) -- Working Definitions and Codes -- Part I: Text (At This Point You Code at the Page Level) -- Part II: Graphics (Now You Code at the Individual Graphics) -- Part III: Integration -- References -- Part II: Textual and Language Analysis of Science Textbooks -- Chapter 3: Understanding the Disciplines of Science: Analysing the Language of Science Textbooks -- Introduction -- The Study -- Vocabulary Diversity -- Contrasting Low Diversity Chapters with High Diversity Chapters -- Major Structural Relations -- Patterns of Co-occurrence -- Grouping the Chapters -- Contrasting Classification Systems -- Associations Among the Groupings -- Conclusions -- References -- Corpus Materials -- Chapter 4: Towards a More Epistemologically Valid Image of School Science: Revealing the Textuality of School Science Textbooks -- School Science and Science in the Public Field -- The Concealment of Textuality of School Science Textbooks -- Towards a Proposal for the Disclosure of Textuality of Educational Materials for the Teaching of Natural Sciences.

Textual Types Revealing Textuality and Thus Enhancing Reflexivity -- Dialogue -- Theatrical Script (Play) -- The Attribution of Human Voice to Entities -- The Diary -- Review of the Literature -- Description of Conditions Behind the Authorship of Educational Material Texts -- Quotations -- Figures of Speech -- Irony -- Paradox -- Hyperbole -- Rhetorical Questions -- Self-Reference -- Reinforcing the Modality of Formalities -- Synopsis -- Postscriptum -- References -- Chapter 5: How Effective Is the Use of Analogies in Science Textbooks? -- Introduction -- Potential Roles of Analogies in Promoting Meaningful Learning -- Challenges and Difficulties Associated with Using Analogies in a Classroom Setting -- What Does Research Tell Us About How Analogies Should Be Used? -- Textbook Analogies -- Research About the Effects of Textual Analogies on Learning -- How Effective Is Analogy Use in Science Textbooks? -- Implications for the Future Use of Analogies in Science Textbooks -- Teaching-With-Analogies Model -- FAR (Focus, Action, Reflection) Model -- Conclusions -- References -- Chapter 6: Textual Features and Language Demands of Primary Grade Science Textbooks: The Call for More Informational Texts in Primary Grades -- The Trouble with Textbooks -- Systematic Analysis of Textual Features and Language Demands in Science Textbooks (and the Impact on Instruction) -- Discussion -- Instructional Implications -- Recommendations for Teaching with Science Textbooks -- References -- Part III: Content Analysis of Science Textbooks -- Chapter 7: A Review of the Earth Science Content of Science Textbooks in England and Wales -- Background to the Review -- Book Selection for the Review -- Review Structure -- Moderation Process -- Textbook Survey Results -- An Analysis of the Published Errors/Oversimplifications -- Discussion -- Conclusion -- References.

Chapter 8: A Content Analysis of Science in Nineteenth- Century US Readers: Early American Science Education -- Introduction -- Nineteenth-Century Schooling -- The Textbook of the Century -- The Teaching Method of the Century -- Science Education -- Methods -- Lesson Analysis -- Popular Readers of the Nineteenth Century -- Accessing Nineteenth-Century Books -- Results -- Science Quantity -- Science Content -- Methods of Depiction -- Discussion -- Conclusion -- Appendix A -- Bibliography for Most Popular Readers by Vicennial Periods Organized by Year of Publishing -- 1800-1819 -- 1820-1839 -- 1840-1859 -- 1860-1879 -- 1880-1899 -- References -- Chapter 9: Educational Approach to Environmental Complexity in Life Sciences School Manuals: An Analysis Across Countries -- Introduction -- The Specific Concerns of Environmental Education -- Methodological Aspects of the Analyses of School Manuals in the BIOHEAD-Citizen Project -- Main Items in the General Grids -- Main Items in the Specifc Grid for the Subtopic Ec&amp -- cy -- Main Items Included in the Specific Grid for the Subtopic Po -- An Extension of the BIOHEAD Poject -- The Space That Ecology and Environmental Issues Have in the Life Sciences Manuals of Secondary School -- The Rhetorical Function of the Images -- The Human-Nature Relationship: Conceptions Conveyed by the Images -- The Approach to the Complexity of Ecosystem and Their Perturbation from Pollutants -- How Complex Versus Linear Is the Approach to Ec&amp -- cy and Po in the Text and Images Inserted in the Text -- Socioeconomic and Ethical Dimensions in the Management of Environmental Problems -- Occurrence of Sentences That Reveal Epistemological Concern -- The Pedagogical Style -- Including Time Dimension: A Comparison of Italian and French Textbooks Published in the Period 1996-2011 -- Conclusions -- References.

Chapter 10: Analysis of Turkish General Chemistry Textbooks Based on a History and Philosophy of Science Perspective -- Introduction -- Method -- Procedure for Implementing the Criteria -- Results and Discussion -- Evaluation of Atomic Structure in Turkish General Chemistry Textbooks -- Evaluation of Determination of the Elementary Electrical Charge (Oil Drop Experiment) in Turkish General Chemistry Textbooks -- Evaluation of Kinetic Molecular Theory of Gases in Turkish General Chemistry Textbooks -- Evaluation of the Origin of the Covalent Bond in Turkish General Chemistry Textbooks -- Conclusion and Educational Implications -- Appendix: List of Turkish General Chemistry Textbooks Analyzed (n = 27) -- References -- Chapter 11: An Analysis of Standards-Based High School Physics Textbooks of Finland and the United States -- Introduction -- Theoretical Framework -- Curriculum and the Textbook as Reform Tool -- Inquiry -- Questions -- Methodology -- Sample -- U.S. Active Physics -- Finnish Physica -- Analysis Form of Textbooks -- Questioning Style -- Level of Inquiry Activities -- Results -- General Features of Textbooks -- Questioning Style -- Frequency of Experiential and Non-experiential Questions -- Discussions and Implications -- General Features of Two Textbooks -- Level of Laboratory Activities -- Questioning Type -- Appendix: Textbook Questioning Style Assessment Instrument (TQSAI) -- Definitions of Types of Questions -- References -- Chapter 12: A Qualitative Method to Determine How Textbooks Portray Scientific Methodology -- Literature Review -- Method -- Sample -- Data Collection -- Data Analysis -- Reliability and Validity of the Rubric -- Results -- Initial Descriptions of Scientific Methodology -- Examples in the Text -- Summary -- Discussion and Conclusions -- References -- Chapter 13: Science and Science Teaching -- Introduction.

Textbook Analysis -- Science Textbooks in Primary Schools -- Results -- Pressure -- Acids and Alkalines -- Heat -- Human Circulatory System -- Conclusions and Discussion -- References -- Chapter 14: Content Analysis of Diagrams in Secondary School Science Textbooks -- Introduction -- Visualization in Science Education -- Types of Diagrams -- Research Design -- Research Objectives -- Procedure -- Results and Discussion -- Prevalence of Diagrams -- Distribution Differences -- Trends Across Textbook Types -- Discussion -- Implications -- References -- Part IV: Conclusion -- Chapter 15: Analysis of Science Textbooks for Instructional Effectiveness -- Introduction -- Criteria and Protocol -- Textual and Language Analysis of Science Textbooks -- Content Analysis of Science Textbooks -- Conclusion -- References -- Index.

This book synthesizes the growing body of research on science textbooks. It explores  theoretical and philosophical underpinnings, methodological issues, critical analysis and conceptual frameworks and tools for the evaluation of textbooks.

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