Newton, L. D. and Newton, D. P. and Blake, A. and Brown, K. (2002) 'Do primary school science books for children show a concern for explanatory understanding ?', Research in science & technological education., 20 (2). pp. 227-240.
Explanatory understanding is a valued goal in science education and yet research evidence suggests that, for a variety of reasons, it is not always a major concern of primary science teachers. Do primary science books show a concern for explanatory understanding? Using a structured analysis schedule, this study explored the extent to which 76 current primary science textbooks, intended for use with older primary 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.
|Keywords:||Concept formation, Educational strategies, Elementary secondary education, Foreign countries, Knowledge base for teaching, Preservice teachers, Teacher education curriculum, Teacher effectiveness, Teacher qualifications, Textbooks.|
|Full text:||Full text not available from this repository.|
|Publisher Web site:||http://dx.doi.org/10.1080/0263514022000030471|
|Record Created:||22 Jan 2007|
|Last Modified:||08 Apr 2009 16:26|
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