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Lookup NU author(s): Professor Douglas Newton, Dr Anthony Blake
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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 shaow 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.
Author(s): Blake A; Newton DP; Newton LD; Brown K
Publication type: Article
Publication status: Published
Journal: Research in Science & Technological Education
Year: 2002
Volume: 20
Issue: 2
Pages: 227-240
Print publication date: 25/08/2010
ISSN (print): 0263-5143
ISSN (electronic): 1470-1138
Publisher: Routledge
URL: http://dx.doi.org/10.1080/0263514022000030471
DOI: 10.1080/0263514022000030471
Notes: Texts relating to children’s knowledge and understanding of primary science are popular in the primary classroom, but little systematic analysis has been carried out on the types of understanding they promote in this knowledge domain and how effectively they support such understandings. This study provides a mechanism for teachers to use in selecting primary science texts for the classroom.
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