Representing Nature of Science in a Science Textbook: Exploring Author-Editor-Publisher Interactions

Autor/in	DiGiuseppe, Maurice
Titel	Representing Nature of Science in a Science Textbook: Exploring Author-Editor-Publisher Interactions
Quelle	In: International Journal of Science Education, 36 (2014) 7, S.1061-1082 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.840405
Schlagwörter	Scientific Principles; High Schools; High School Students; Science Education; Textbooks; Textbook Content; Chemistry; Qualitative Research; Case Studies; Semi Structured Interviews; Science Teachers; Editing; Publishing Industry; Grade 12; Foreign Countries; Content Analysis; Focus Groups; Reliability; Alignment (Education); Marketing; Canada + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Chemie; Qualitative Forschung; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Redaktion; Textbearbeitung; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Inhaltsanalyse; Reliabilität; Kanada
Abstract	Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)--a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of NOS; squared these with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing. As a result, the team developed and incorporated, in the textbook, representations of NOS they believed were the most pedagogically suitable. Analysis of the data in this study indicates that a number of factors significantly influenced the development of representations of NOS, including representational accuracy (the degree to which representations of NOS conformed to informed views of the NOS), representational consistency (the degree to which representations of NOS in different parts of the book conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level appropriateness of the NOS representations), representational alignment (the degree to which NOS representations aligned with mandated curriculum), representational marketability (the degree to which NOS representations would affect sales of the textbook), and 'Workplace Resources' factors including availability of time, relevant expertise, and opportunities for professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10