Research in Science Education

, Volume 23, Issue 1, pp 222–227

An alternative model for textbook formation

  • Helen Ormiston-Smith

DOI: 10.1007/BF02357064

Cite this article as:
Ormiston-Smith, H. Research in Science Education (1993) 23: 222. doi:10.1007/BF02357064


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.

Copyright information

© Australasian Science Education Research Association 1993

Authors and Affiliations

  • Helen Ormiston-Smith
    • 1
  1. 1.School of EducationLa Trobe UniversityBundoora