Scientists read, and so should students. Unfortunately, many high school teachers overlook science texts as a way to engage students in the work of scientists. This article addresses how to help students develop literacy skills by strategically reading a variety of science texts. Unfortunately, most science teachers aren't trained to teach…

Studies evaluating the graphics in science textbooks have recommended that teachers use eye-catching visuals to reinforce student learning objectives. Similarly, the "Next Generation Science Standards" (NGSS Lead States 2013) suggest that science teachers use visuals to teach English Language Learners (ELLs). However, little research has…

What makes an outstanding book for a young reader? Although it would be hard to create a rubric for every book, experienced teachers recognize them quickly. They fascinate and captivate with both their content and style. Award-winning trade books inspire young readers to want more... more information, more books, more inquiry, more science. The…

The ability to sequence genes has vastly altered our understanding of higher-level relationships among organisms such as those found at the kingdom level. It is important for biology teachers to incorporate these new views and not retain outdated concepts still present in some textbooks. This article provides an overview of our new understanding…

Students with learning disabilities (LD) frequently take general education science classes because their disabilities are very mild. Sometimes, however, it is difficult for students with LD to succeed in the classes and pass the related high-stakes assessments mandated by No Child Left Behind (NCLB). In this article, the author reviews typical LD…

How can we teach science to English language learners (ELLs) when even our native English speakers have trouble reading the textbook? To help science teachers meet this challenge, this article presents six text-comprehension strategies used by English for Speakers of other Languages (ESOL) teachers: metalinguistic awareness development,…

The study of polar exploration is fascinating and offers students insights into the history, culture, and politics that affect the developing sciences at the farthest ends of Earth. Therefore, the authors think there is value in incorporating polar exploration accounts within modern science classrooms, and so they conducted research to test their…

A comparative study of textbook terms was conducted to determine what high school science skills are necessary for success in associate degree physical science courses. Results indicate that, although enrollment in technology-training programs is increasing, high school textbook treatment of terms remains inadequate preparation for junior college…

Outlines the characteristics of "friendly" science textbooks and demonstrates how these characteristics increase students' overall comprehension of reading materials. (PR)

Several examples of misinformation and advanced topics included in current chemistry textbooks are provided. Suggests that since these books tend to be too long, too advanced, and too heavy, revisions should be shorter and less costly, with confusing aspects of chemistry (such as molecular-orbital theory) left out completely. (JN)

Frequent textbook errors about radioactivity are discussed Examples include deflection of alpha particles by thin foils, radioactive decay, and binding energy. (DS)

Provides a chart to organize information needed in ordering science materials/equipment. Includes a checklist for such ordering considerations as approvals required, request route, funding (how paid), descriptions required, criteria related to "best buy," and others. (JM)

Described is how tests that accompany texts can be effective if items selected relate to topics stressed in class. Identified are problems commonly found in these types of tests and directions on how to improve problem questions. (KR)

Scientific knowledge is tentative and open to revision. This sense of tentativeness, or changeability, is missing in the way textbooks and teachers often portray the nature of science (NOS). Instead, students are left with the impression that the scientific method produces sure knowledge and that they can uncritically accept the knowledge because…