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Is understanding a priority in elementary science teaching?

Lookup NU author(s): Dr Anthony Blake, Professor Douglas Newton

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Abstract

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.


Publication metadata

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

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.

Library holdings: Search Newcastle University Library for this item

ISBN: 9781590333211


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