Christine V. McDonald
Evaluating Junior Secondary Science Textbook Usage in Australian Schools
Griffith University
large body research drawn attention importance providing engaging learning experiences junior secondary science classes attempt attract students postcompulsory science courses reality time resource constraints high proportion nonspecialist science teachers teaching science resulted overreliance transmissive pedagogical tools textbooks study sought evaluate usage junior secondary science textbooks australian schools data collected via surveys 486 schools teaching junior secondary years 710 representing australian states territories results indicated australian schools use science textbook junior secondary years textbooks used majority science lessons highly cited reason influencing choice textbook layoutcolourillustrations electronic technologies found dominant curricula material utilised addition textbooks junior secondary science classes interestingly majority respondents expressed high levels satisfaction textbooks although many keen stress subsidiary role textbooks classroom emphasising textbook one component teaching repertoire importantly respondents also keen stress benefits textbooks supporting substitute teachers beginning teachers nonspecialist science teachers addition facilitating continuity programming staff support schools high staff turnover implications study highlight need high quality textbooks support teaching learning australian junior secondary science classes