The Criteria for Evaluating the Quality of the Science Textbooks

Abstract

Textbooks are important sources from which students obtain knowledge. The inadequate and inconsistent scientific knowledge presented in science textbooks can negatively affect students’ conceptions. Different learning theories should be applied when preparing educational material, especially textbooks. Research shows that an adequate combination of both, visual and verbal, aspects of presenting science concepts is ideal. Visual-verbal learning allows students to reconcile the two modes and compare carefully the information available in the picture with the explanation in the text. Research also shows that around 90 % of students learn science using some form of text, but important conclusions are that science texts do not significantly contribute to quality learning in science education. Science textbooks demand that the learner integrates quite complicated science concepts, together with language abilities (scientific vocabulary and syntax and also capability of reading, writing and oral communicating), visualisation materials (different images, symbols, comic-strip style, etc.) and format in the science text. This chapter also focuses on the analysis of the data gathering techniques and instruments which are used in the qualitative research, especially the text analyse, which is the basis for the in-depth science textbook content analysis. A special emphasis of this chapter is also to present the criteria which serve the purpose of finding out the quality of teaching material.