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Lookup NU author(s): Dr Anthony Blake, Professor Douglas Newton
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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.
Author(s): Blake A; Newton DP; Brown LD
Editor(s): Nata, R.
Publication type: Book Chapter
Publication status: Published
Book Title: Progress in Education
Year: 2002
Volume: 6
Pages: 139-154
Publisher: Nova Science
Place Published: New York
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.
Library holdings: Search Newcastle University Library for this item
ISBN: 9781590333211
