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Do primary school science books for children show a concern for explanatory understanding?

Newton, L.D.; Newton, D.P.; Blake, A.; Brown, K.

Authors

A. Blake

K. Brown



Abstract

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.

Citation

Newton, L., Newton, D., Blake, A., & Brown, K. (2002). Do primary school science books for children show a concern for explanatory understanding?. Research in Science and Technological Education, 20(2), 227-240. https://doi.org/10.1080/0263514022000030471

Journal Article Type Article
Publication Date 2002-12
Deposit Date Jan 22, 2007
Journal Research in Science and Technological Education
Print ISSN 0263-5143
Electronic ISSN 1470-1138
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 20
Issue 2
Pages 227-240
DOI https://doi.org/10.1080/0263514022000030471
Keywords Concept formation, Educational strategies, Elementary secondary education, Foreign countries, Knowledge base for teaching, Preservice teachers, Teacher education curriculum, Teacher effectiveness, Teacher qualifications, Textbooks.


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