Publication details for Prof Lynn NewtonNewton, L.D., Newton, D.P., Blake, A. & Brown, K. (2002). Do primary school science books for children show a concern for explanatory understanding? Research in Science & Technological Education 20(2): 227-240.
- Publication type: Journal papers: academic
- ISSN/ISBN: 0263-5143, 1470-1138
- DOI: 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.
- View online: Online version
- Durham research online: DRO record
Author(s) from Durham
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.
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