Introduction

Abstract

The paradox relating to the use of nonfiction text materials in primary schools is that on the one hand they are seen as central to the process of teaching and learning, whilst on the other hand there is little evidence of their effective use by learners themselves. This is true not only in second-language and developing country contexts but also in countries such as the United States and United Kingdom where publication and use of such text material in primary schools has been fostered for several decades, and where a wide range of material is available. In the United States, for example, Shulman (1987) concluded that most teaching is initiated by some form of text; yet Ball and Feiman-Nemser (1988) demonstrated that teachers in training were discouraged from using the set texts, and instead were encouraged to develop their own materials. In U.K. teacher education institutions, most trainees are not taught or encouraged to use existing text material in science (Peacock & Gates, 2000); instead we stress the importance of differentiation and therefore as in the United States, we encourage trainees to develop and use materials (often worksheets) of their own construction.