Abstract
This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom. Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should be important to all those who use, write and publish high school science textbooks.
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Tulip, D., Cook, A. Teacher and student usage of science textbooks. Research in Science Education 23, 302–307 (1993). https://doi.org/10.1007/BF02357074
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DOI: https://doi.org/10.1007/BF02357074