Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

Johnson, Claudia E.;Boon, Helen J.

Abstract

This science textbook analysis examines the cognitive demands of a potentially implemented science curriculum. Depending on their experience and teaching style, teachers will use the analyzed textbook questions to a varying extent in their lessons and may also modify them. Considering how consistently textbooks are used as lesson resources, it is imperative to analyze their quality and their alignment to the prescribed curriculum. Many new science curricula emphasize students’ development of higher-order thinking skills as important educational goals, with the aim to develop skills necessary to be successful in the twenty-first century. Yet, this is not always reflected in textbooks designed to support new curricula. This textbook analysis shows that questions constructed to align with the recent senior curriculum reform in Queensland, Australia, have a higher proportion of lower- order thinking than higher-order thinking questions in biology, chemistry, and physics.

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Challenges in Science Education: Global Perspectives for the Future

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ISBN/ISSN

978-3-031-18092-7

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Palgrave Macmillan

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Publisher Location

Cham, Switzerland

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DOI

10.1007/978-3-031-18092-7_13