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Reading textual and non-textual explanations in chemistry texts and textbooks – a review.

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Title: Reading textual and non-textual explanations in chemistry texts and textbooks – a review.
Authors: Meyer, David1 david.meyer@uni-oldenburg.de, Pietzner, Verena2 verena.pietzner@uni-vechta.de
Source: Chemistry Education: Research & Practice. 2022, Vol. 23 Issue 4, p768-785. 18p.
Subject Terms: *Chemistry education, *Textbook readability, *Chemistry students
Abstract: Reading is an integral part of chemistry education. The language of chemistry plays a major role when reading chemistry texts and textbooks. Reading textual and non-textual explanations impact students' understanding of chemistry texts and textbooks. In our review we outline the importance of reading texts and textbooks in chemistry education. We offer different points of view to look at textbook research (conceptual, socio-historical, textual, non-textual) and reading research (readability and comprehensibility) and focus on reading research on textual and non-textual explanations. We point out two major shifts in research interests on texts, textbooks and reading: from readability to comprehensibility and from textual to non-textual explanations. We consider research from the 1950s until today and analyse literature concerning elementary, secondary and tertiary science and chemistry education. Finally, we review ideas for encouraging reading and conclude by presenting recommendations for chemistry education researchers and chemistry teachers on how to improve reading in chemistry education. [ABSTRACT FROM AUTHOR]
Copyright of Chemistry Education: Research & Practice is the property of Royal Society of Chemistry 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.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 159305648
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PubType: Academic Journal
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  Data: Reading textual and non-textual explanations in chemistry texts and textbooks – a review.
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  Data: <searchLink fieldCode="AR" term="%22Meyer%2C+David%22">Meyer, David</searchLink><relatesTo>1</relatesTo><i> david.meyer@uni-oldenburg.de</i><br /><searchLink fieldCode="AR" term="%22Pietzner%2C+Verena%22">Pietzner, Verena</searchLink><relatesTo>2</relatesTo><i> verena.pietzner@uni-vechta.de</i>
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  Data: <searchLink fieldCode="JN" term="%22Chemistry+Education%3A+Research+%26+Practice%22">Chemistry Education: Research & Practice</searchLink>. 2022, Vol. 23 Issue 4, p768-785. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbook+readability%22">Textbook readability</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+students%22">Chemistry students</searchLink>
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  Label: Abstract
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  Data: Reading is an integral part of chemistry education. The language of chemistry plays a major role when reading chemistry texts and textbooks. Reading textual and non-textual explanations impact students' understanding of chemistry texts and textbooks. In our review we outline the importance of reading texts and textbooks in chemistry education. We offer different points of view to look at textbook research (conceptual, socio-historical, textual, non-textual) and reading research (readability and comprehensibility) and focus on reading research on textual and non-textual explanations. We point out two major shifts in research interests on texts, textbooks and reading: from readability to comprehensibility and from textual to non-textual explanations. We consider research from the 1950s until today and analyse literature concerning elementary, secondary and tertiary science and chemistry education. Finally, we review ideas for encouraging reading and conclude by presenting recommendations for chemistry education researchers and chemistry teachers on how to improve reading in chemistry education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Chemistry Education: Research & Practice is the property of Royal Society of Chemistry 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: 10.1039/d2rp00162d
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        Type: general
      – SubjectFull: Textbook readability
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      – SubjectFull: Chemistry students
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              Text: 2022
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