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Inquiry Process Skills in Primary Science Textbooks: Authors and Publishers' Intentions.

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Title: Inquiry Process Skills in Primary Science Textbooks: Authors and Publishers' Intentions.
Authors: Chakraborty, Deya1 (AUTHOR) Deya.Chakraborty@monash.edu, Kidman, Gillian1 (AUTHOR)
Source: Research in Science Education. Oct2022, Vol. 52 Issue 5, p1419-1433. 15p.
Subject Terms: *Textbooks, *Cognitive development, Author-publisher relations, Data recorders & recording, Intention
Geographic Terms: Bangladesh
Abstract: Textbooks play a significant role in education around the world. Although several studies have reported that textbook-led teaching and learning suggests a teacher-centred content approach, textbook use is prevalent in the teaching and learning culture of Bangladesh. The redeveloped primary science textbooks of Bangladesh now promote the teaching of a student-centred inquiry-based approach. This study explored the inquiry process skills promoted by the primary science textbooks and the voice of textbook professionals (authors and publishers)—their intentions behind the pattern of promotion of the inquiry process skills. A qualitative content analysis of three primary science textbooks was accompanied by interviews with textbook professionals. Results showed that the inquiry process skills of observing, recording data, and communicating results received the highest emphasis in and across the textbooks. Textbook professionals valued students' scientific understanding of their world through the development of their inquiry process skills, and showed adaptive expertise, to varying degrees, as they designed the three textbooks. The students' context, cognitive development, and learning processes were found to be key considerations in the design features of the textbooks. [ABSTRACT FROM AUTHOR]
Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Oct2022, Vol. 52 Issue 5, p1419-1433. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Author-publisher+relations%22">Author-publisher relations</searchLink><br /><searchLink fieldCode="DE" term="%22Data+recorders+%26+recording%22">Data recorders & recording</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
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  Data: Textbooks play a significant role in education around the world. Although several studies have reported that textbook-led teaching and learning suggests a teacher-centred content approach, textbook use is prevalent in the teaching and learning culture of Bangladesh. The redeveloped primary science textbooks of Bangladesh now promote the teaching of a student-centred inquiry-based approach. This study explored the inquiry process skills promoted by the primary science textbooks and the voice of textbook professionals (authors and publishers)—their intentions behind the pattern of promotion of the inquiry process skills. A qualitative content analysis of three primary science textbooks was accompanied by interviews with textbook professionals. Results showed that the inquiry process skills of observing, recording data, and communicating results received the highest emphasis in and across the textbooks. Textbook professionals valued students' scientific understanding of their world through the development of their inquiry process skills, and showed adaptive expertise, to varying degrees, as they designed the three textbooks. The students' context, cognitive development, and learning processes were found to be key considerations in the design features of the textbooks. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11165-021-09996-4
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              Text: Oct2022
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