An examination of the conceptual structure and reading level of six sixth-grade science textbooks

Abstract

Six current sixth-grade science textbooks were examined for conceptual structure and readabŸ One life, earth, and physical science topic common to all six textbooks was chosen. Hierarchical concept maps were composed on the text segments on the topics and the maps were scored. Reading analyses also were completed using the Fry readability method. Two trends were visually but not statistically evident in the concept maps. Fry readabflities were higher than sixth grade, but no relationship was found between them and total concept map scores. The findings suggest that concept mapping comparable text segments should be a part of the elementary science textbook selection process. Most elementary school science programs are structured around a textbook series. Textbooks are, in fact, used over 90% of the time by more than 90% of all science teachers (Harms & Yager, 1981). Textbooks are such ah integrar component of elementary science that it is important for elementary teachers, curriculum coordinators, and science educators to be well informed about current elementary science textbooks. In 1989, Staver and Bay analyzed the conceptual structure of 11 primary level (K-3) science textbooks. They found that the textbooks had well-defined conceptual structures, with few isolated concepts. However, the conceptual structures varied widely across the 11 textbooks. This study was partially patterned after the study by Staver and Bay, using current editions of six sixth-grade science textbooks.