ERIC Number: ED671784
Record Type: Non-Journal
Publication Date: 2024-Sep
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
An Analysis of Comprehension Strategies and Visuals within Grade 6-8 Science Textbooks in the United States
Andrea L. Beerwinkle1; Chellie Nelson2
Grantee Submission
This study analyzed the comprehension strategies and visuals in two science textbook series for grades 6, 7, and 8 as means of better understanding a core element of the ecological component of science literacy. The iScience (Biggs, 2015"abc") and Interactive Science (Buckey, 2015abcdef) textbook series were analyzed for the frequency of comprehension strategies used in during-reading activities as well as the explicit references of visuals and the level of visual captions. Analysis revealed comprehension monitoring, graphic organizers, and question answering were the most frequently used comprehension strategies. Although the numbers, do not highlight the lack of instruction in those strategies. Further, most visuals were explicitly referenced and had descriptive captions. Findings from this study point to the need for science educators to critically examine how comprehension and visuals instruction are included in the textbooks they use in their classrooms. [This paper was published in "Technology, Knowledge and Learning" v29 2024.]
Related Records: EJ1440781
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
IES Funded: Yes
Grant or Contract Numbers: R305A220015
Department of Education Funded: Yes
Author Affiliations: 1Sam Houston State University; 2Texas A&M University