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| dc.contributor.author | Meyers, Tony | |
| dc.date.accessioned | 2011-02-10T23:10:45Z | |
| dc.date.accessioned | 2022-10-25T01:56:00Z | |
| dc.date.available | 2011-02-10T23:10:45Z | |
| dc.date.available | 2022-10-25T01:56:00Z | |
| dc.date.copyright | 2000 | |
| dc.date.issued | 2000 | |
| dc.identifier.uri | https://ir.wgtn.ac.nz/handle/123456789/22846 | |
| dc.description.abstract | This research investigates one aspect of the problem that some secondary school students appear to have with reading science textbooks. The research literature identifies the special language of science words and the 'hidden curriculum' expressed in the language of science. In this project, the readability of a selection of science textbooks is evaluated, using Chall's Qualitative Assessment Method. It found that 75% of the textbooks tested were well above the reading age of the students for whom they were intended. From this, it seems that there are implications for the authors and publishers of school science textbooks. In addition various suggestions are made for teachers to help them in selecting and using science textbooks appropriately. | en_NZ |
| dc.format | en_NZ | |
| dc.language | en_NZ | |
| dc.language.iso | en_NZ | |
| dc.publisher | Te Herenga Waka—Victoria University of Wellington | en_NZ |
| dc.title | Why are science textbooks so difficult to read? | en_NZ |
| dc.type | Text | en_NZ |
| vuwschema.type.vuw | Awarded Research Masters Thesis | en_NZ |
| thesis.degree.discipline | Education | en_NZ |
| thesis.degree.grantor | Te Herenga Waka—Victoria University of Wellington | en_NZ |
| thesis.degree.level | Masters | en_NZ |
| thesis.degree.name | Master of Education | en_NZ |
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