How Does the Textbook Contribute to Learning in a Middle School Science Class?

Abstract

This study took an in-depth look at the natural use of the textbook in a middle school science classroom. Whereas previous research has concentrated primarily on what students learn when they read segments of text and the extent to which teachers use textbooks in class, this study examined how the teacher and students used the textbook during instruction and with what effect. Observed during a 3-week unit of instruction were an experienced teacher and an eighth grade class. Data on textbook use were also collected through a student questionnaire, student and teacher interviews, and "text checks" to see whether students were using their books at home as claimed. Results indicated that the textbook was used predominantly as a dictionary, probably because vocabulary learning was emphasized in instruction and assessed on the unit test. In addition, the textbook employed virtually no instructional strategies to support higher level objectives stated in the chapter, but the teacher did provide learning guidance (without, however, using the textbook) for tacit objectives that she held related to problem solving. Implications of these findings for the future role of textbooks in instruction are discussed.