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 wide range
of perspectives to inform the 'science' of writing better science
textbooks.
Keith S Taber
University of Cambridge, Cambridge, United Kingdom
"
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