An alternative model for textbook formation
- Cite this article as:
- Ormiston-Smith, H. Research in Science Education (1993) 23: 222. doi:10.1007/BF02357064
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My Masters research project is a discourse analysis of physics textbooks. I am using the term ‘discourse’ in its sociological sense rather than its linguistic sense. I have interpreted my endeavours to date as showing that there is a basic confusion underlying the writing of textbooks. Whilst authors believe that they are revealing the universe to the student/reader, they understand tacitly that more is required than just revelation. I wish to argue that the ‘more that is required’ would be more readily constructed by authors if they understood that what they are doing is arguing a case: a case that scientific knowledge is an effective and appropriate way of interpreting the world.