Is understanding a priority in elementary science teaching?
- Lookup NU author(s)
- Dr Anthony Blake
- Professor Douglas Newton
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| Author(s) | | Blake A; Newton DP; Brown LD |
| Editor(s) | | Nata, R. |
| Publication type | | Book Chapter |
| Book Title | | Progress in Education |
| Year | | 2002 |
| Volume | | 6 |
| Pages | | 139-154 |
| ISBN | | 9781590333211 |
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| Full text for this publication is not currently held within this repository. Alternative links are provided below where available. |
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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. |
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| 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. |
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| Library holdings | | Search Newcastle University Library for this item |
