Researchers and practitioners alike express concerns about the conceptual difficulties associated with the concepts of momentum and kinetic energy currently taught in school physics. This article presents an in-depth analysis of the treatment given to them in 44 published textbooks written for UK secondary school certificate courses. This is set…

The research reported in this study was done to evaluate the understandings developed by students who meet science concepts through a textbook. Findings indicated that concrete concepts were better understood by eighth grade students than formal concepts and that students achieved some understanding of some formal concepts. (CW)

Examined are the global issues of population growth, world hunger, air quality and atmosphere, and water resources in 10 middle school science textbooks. Less than two percent of text pages were devoted to these issues and no significant differences were found between textbook series. (Author/YP)

Examines 11 elementary science texts in terms of conceptual structure and reasoning demands using concept maps. Reports that (1) the conceptual structures vary widely across texts; (2) most of the structures are well defined; and (3) the reasoning demands are above the developmental capabilities of most of primary-level children. (Author/YP)

Reports on a study designed to examine selected units of commonly used elementary science texts, using the Project Synthesis goal clusters as a framework for part of the examination. The discussion of the finding focuses on the comparison of the results to recommendations of the National Science Teachers Association (NSTA). (TW)

Reports on a study to determine the effects of the presentation of questions inserted into texts for students in introductory biology. Results indicated that students reading the text with questions at the beginning of the paragraph scored significantly higher on achievement tests than the students reading without questions. (TW)

Reports on a study designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Results suggest that students experiencing the resequencing exhibited significantly higher science achievement, more positive attitudes toward science and a…