Discusses how rock-cycle diagrams can graphically illustrate the interrelationship between materials and processes in physical geology courses. Reviews nine contemporary physical geology textbooks with regard to their use of such diagrams. (TW)

Reviews two textbooks: "Principles of Biochemistry" by Albert L. Lehninger and "Inorganic Chemistry, A Modern Introduction" by Therald Moeller. Also reviews text, study guide, and laboratory manual for Morris Hein's "Foundations of College Chemistry, Fifth Edition" and text/study guide for David A. Ucko's "Basics for Chemistry." (JN)

Parts 1 and 2 (SE 524 424 and 527 089) described Flesch readability for determining a text's reading level and results of applying the test to astronomy/physics textbooks. This part presents results for a new sample of texts, including calculus-level texts. A comparison with high school physics texts is provided. (JM)

Describes a study of currently available introductory chemistry textbooks for nonchemistry majors. Investigators (one philosopher and one chemist) read books and noted instances of value judgments and content. Findings include uniformity in factual content, and an abundance of value judgments on social, political, and economic issues. (DS)

The Assessment of Inquiry Potential (AIP) instrument, a tool for classifying scientific materials on the basis of their potential for inquiry learning, is presented and discussed. (MK)

Provides a general description of the National Science Curriculum in Korea including its involvement in science textbook development. Discusses evaluation procedures for science programs and textbooks. Also contains information on curriculum policy and assumptions about learning. (DDR)

Indicates and describes items that are incorrect in textbooks and a teacher edition of Discover SCIENCE for K-6. (YP)

Compares the chemistry textbooks used in China's elite schools with those used in other levels. Comparisons indicate that the textbooks differ only in the quantity of material required. (MDH)

Reports on a pilot survey of the authors of three sets of textbooks used in Australia and Canada, which have previously been shown to include a relatively high proportion of Indigenous and other minority groups' knowledges, cultures and sciences. Explores issues of voice and power in the production of textbooks. (MM)

This study focuses on designing a content analysis method that is real to daily instructional practice. The research questions explore the trends in conducting textbook content analysis method in science educational research, and how these trends address daily instructional needs. This paper also includes a review of literature on the role of…

Two representative samples of expository prose from sixth grade textbooks (one in science and one in social studies) were analyzed for clarity of explanation. Four text criteria were applied to the analyses: structure, unity, coherence, and audience appropriateness. The results of the analysis suggested that many children's textbooks are not…

Reports on a study designed to investigate possible patterned differences in the content of science textbooks and its functional/dysfunctional role in socialization for scientific careers. Discusses instrument development and rationale and presents results comparing use of textbooks in middle-class and working class districts. (ML)

Reports on a content analysis of 14 textbooks on endocrinology. Using thyrotoxicosis as the content maker, the study indicated major differences between books with regard to the information provided and the number of words devoted to the subject. Suggests that medical teachers selecting textbooks be aware of such differences. (TW)

Discusses science education in India, arguing that a contextualized curriculum is a powerful means of improvement. The paper presents results from an analysis of the treatment of the nature of science and technology in current Indian textbooks and uses India's controversial Sadar Sarovar Hydro-Electric Project as a case example. (SM)

Presents findings from a systematic analysis of elementary-school science textbooks in terms of content domain, method of information presentation, types of questions, and considerateness. Found substantial differences between programs and suggests five further research questions. (YP)