High school biology content was rewritten in an attempt to reduce reading difficulties for students (N=265). After four weeks of use of reduced readability materials, no significant differences in achievement were apparent. (PB)

Presents the results of a survey study conducted in the United Kingdom to identify the opinions of 65 chemistry teachers from Middlesex and Buckinghamshire about the use, costs, design, and content of 0 level and A level chemistry books. (HM)

Analyzes the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. Indicates that the science textbooks (a) use 10 times more images, (b) use more images so as to familiarize their readers with the specialized techno-scientific content and codes, and (c) tend to create a…

Discussed is the importance or unimportance of including visuals and illustrations in science textbooks. Characteristics of visuals, misconceptions, individual student differences, publishers views, and recommendations to science teachers when choosing science texts are included. (KR)

Describes a method of ranking the concepts in science texts in terms of these criteria: importance to the curriculum and student interest; the development of the concept in the text; and the level of background knowledge expected of students. Argues that these ratings should guide instruction. (RS)

Presents a study to evaluate the cognitive level of questions in middle school science textbooks. Questions and their location were coded from six randomly selected chapters in eight middle school science textbooks. Results indicated that input level questions were the dominant question type, probably leading to students functioning at lower…

Study compared two generations of seven high school chemistry texts (1970/1973) and current editions analyzed for gender fairness in illustrations and concrete analogies. Among conclusions was there were significant differences between the old textbooks and newer textbooks in relative frequencies of illustrations of men and woman and no…

In the past, science textbooks have been the target of criticism by educators and feminists in studies of sex bias in education. The purpose of this study was to develop a useful tool that could be used in formative or summative evaluation of the level of sexism in science textbooks and as a research tool to study the effect of sexist…

A system for the analysis of elementary school science teacher's guides and other program materials is described. The system, which can be used with either textbook-based or activity-based programs, produces a detailed step-by-step account of "What the classroom would be like if the teacher followed the recommendations in the teacher's guide…

Provides an overview of the educational program of the Seychelles and focuses on an evaluation of the final phase (P7-P9) of the nine-year school program. Reports how findings from content analyses of materials, teacher and student interviews, and student test results were used to develop the new Seychelles Integrated Science program. (ML)

Reports results of a survey on textbook adoption procedures, examining if and how often a procedure is used, whether select local districts from a list, and whether the list covers grade K-12. Also reports results of state science supervisors' (N=26) attitudes about textbook adoption procedures. (JM)

Presents research findings about textbook construction and how they should influence the development of chemistry texts. Discusses learning as a constructive process, the importance of interpreting symbolic representations, and the creation of structure by the learner. Advocates publisher responsibility for incorporating results of research when…

Ninety-three secondary school biology textbooks, identified in the appendix bibliography, were analyzed to determine the extent of emphasis of 44 topics concerned with the study of evolution. (HM)

Compared were the results of a 1973 study with the results of a similarly analyzed sample of recent textbooks with respect to gender fairness. Illustrations of named and unnamed figures both adult and young were analyzed in seven recent textbooks. (KR)

Reports on misconceptions held by intermediate grade students concerning chemistry textbook concepts, on the relation of reasoning ability to those misconceptions, and on the extent that textbooks encourage misconceptions. Concludes that the level of understanding displayed for the selected concepts, in combination with the nature of students'…