Research Article

Explanation in science trade books recommended for use with elementary students

  1. Laura B. Smolkin1,*,
  2. Erin M. McTigue2,
  3. Carol A. Donovan3,
  4. Julianne M. Coleman3

Article first published online: 7 OCT 2008

DOI: 10.1002/sce.20313

Issue

Science Education

Science Education

Volume 93, Issue 4, pages 587–610, July 2009

Additional Information

How to Cite

Smolkin, L. B., McTigue, E. M., Donovan, C. A. and Coleman, J. M. (2009), Explanation in science trade books recommended for use with elementary students. Science Education, 93: 587–610. doi: 10.1002/sce.20313

Author Information

  1. 1

    Curry School of Education, University of Virginia, Charlottesville, VA 22904-4273, USA

  2. 2

    College of Education and Human Development, Texas A&M University, College Station, TX 77843-4232, USA

  3. 3

    College of Education, University of Alabama, Tuscaloosa, AL 35487, USA

*Curry School of Education, University of Virginia, Charlottesville, VA 22904-4273, USA

Publication History

  1. Issue published online: 3 JUN 2009
  2. Article first published online: 7 OCT 2008
  3. Manuscript Accepted: 16 JUN 2008
  4. Manuscript Revised: 9 JUN 2008
  5. Manuscript Received: 9 AUG 2007

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Abstract

Given concerns with the low levels of explanation in science education classrooms, it has been suggested that text may supply a higher percentage of explanatory discourse than do classroom teachers. However, given that textbooks have been shown to differ little from teacher discourse in percentages of explanation, the present study sought to examine explanatory aspects of highly recommended trade books teachers might use in their science instruction. To that end, we examined a total of 43 trade books, 24 life science and 19 physical science, 7182 clauses in all, for the presence of explanation. We found significantly higher percentages (32.87) of explanatory clauses in physical science trade books than in life science (23.34) trade books. This trend was particularly pronounced in the physical science trade books targeted for the primary-grade audience. Our results suggest that trade books may represent an option for infusing more focus on explanation in the science classroom. However, we also caution that teacher background may limit the effectiveness of this larger presence of explanation. © 2008 Wiley Periodicals, Inc. Sci Ed93:587–610, 2009

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