ERIC Number: ED305270
Record Type: RIE
Publication Date: 1989
Implementing Change in Secondary Science Reading and Textbook Useage: A Desired Image, a Current Profile, and a Plan for Change.
Yore, Larry D.; Denning, David
Most secondary science courses in North America are designed to use textbooks as the primary or exclusive source of information about the content or processes of science, and most science teachers focus their instruction on a single text. Although there are many serious issues raised by the overwhelming reliance on text-based teaching/learning in science, the text-based approach is likely to remain a dominant instructional method in most secondary science classes. Furthermore, while a large variety of approaches are possible for teaching with science texts, until very recently, little has generally been done to prepare science teachers regarding effective uses of textbooks and for teaching content reading skills in the science classroom. This study attempted to: (1) describe a desired image for science reading instruction and effective use of science textbooks based on current reading research results; (2) describe the current profile of science reading instruction and use of science textbooks in secondary classrooms; and (3) propose the first steps for planned changes in secondary science reading instruction and uses of science textbooks. (CW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (62nd, San Francisco, CA, March 30-April 1, 1989).