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08-08-2023 | Original research

An Analysis of Comprehension Strategies and Visuals Within Grade 6–8 Science Textbooks in the United States

Authors: Andrea L. Beerwinkle, Chellie Nelson

Published in: Technology, Knowledge and Learning | Issue 3/2024

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Abstract

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 et al. in iScience (Grade 6), McGraw-Hill, 2015a, iScience (Grade 7), McGraw-Hill, 2015b, iScience (Grade 7), McGraw-Hill, 2015c)] and Interactive Science [Buckley et al. in Interactive Science (Grade 6), vol 1, Pearson, 2015a, Interactive Science (Grade 6), vol 2, Pearson, 2015b, Interactive Science (Grade 7), vol 1, Pearson, 2015c, Interactive Science (Grade 7), vol 2, Pearson, 2015d, Interactive Science (Grade 8), vol 1, Pearson, 2015e, Interactive Science (Grade 8), vol 2, Pearson, 2015f] 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.

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Title: An Analysis of Comprehension Strategies and Visuals Within Grade 6–8 Science Textbooks in the United States
Authors: Andrea L. Beerwinkle
Chellie Nelson
Publication date: 08-08-2023
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2024
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-023-09672-8

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An Analysis of Comprehension Strategies and Visuals Within Grade 6–8 Science Textbooks in the United States

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Other articles of this Issue 3/2024

Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective

Developing a Scale of Attitudes Towards Flipped Learning Model

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Springer Professional

Abstract

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Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective

Developing a Scale of Attitudes Towards Flipped Learning Model

An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5

Teachers’ Beliefs and Usage of Video Exemplars and Engagement Features of an Online Professional Learning System for Promoting Early Writing

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs