Determined whether males, females, minorities, and nonminorities are quantitatively and qualitatively represented in the illustrations of seven contemporary elementary science textbooks (grades 1-6) in a manner that is reflective of society as it was, is, and should be. Results (based on examination of over 5,900 illustrations) are reported and…

Examines readability of elementary science textbooks regarding visual supplements (color, visuals, and page layout). Significant relationships were found between cloze scores and both grade level and content. Also found significant interaction between grade and sex in favor of older males. Eight of nine texts were at or near readability…

Presents findings from a systematic analysis of elementary-school science textbooks in terms of content domain, method of information presentation, types of questions, and considerateness. Found substantial differences between programs and suggests five further research questions. (YP)

Reports results on an analysis of five seventh grade life science textbooks for sexist language, images, and curricular content. Authors conclude that sexist language and images exist in these textbooks. The content of all of the books contained a relatively low level of integration of achievements of women scientists and a lack of information…

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 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…