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Submitted by: KIRAN ZAHEER

 Textbook Analysis:

Textbook analysis is the systematic analysis of the text materials including the
structure, the focus, and special learning assists. Teachers may assume the text is
“sacred" and follow it without thought or write it off as useless. Either approach is
a disservice to students. Many textbook publishers and writers have developed
texts with useful elements, if we are willing to figure out what they are.

Students in the general learning population may have an easier time of "figuring
out" how to use the textbook than those in the special education population. With
help from the teacher, the text materials can begin to make more sense. If structure
is explained students can get a better idea of where they are going in the course. If
the teacher understands focus or bias, he/she can make additions or deletions as
needed to keep the presentation balanced. If Learning assists are understood, they
have a better chance of being utilized.

There are many ways to analyze a textbook, depending on the intent of the
analysis. Purchasers may want to know reading levels, costs, ancillary costs, etc.
After the text has been purchased, however, the analysis by the teacher, which can
help instruction include the Structure of the Text, the Focus of the Author, and the
usefulness of the learning assists.
 Characteristics of a good science textbook:

Qualities of a good Textbook should be taken into consideration. No textbook will

be perfect, unless it has these characteristics. Text books are the most widely used
of all instructional materials. Now a day’s text book has become a course of study.
A set of unit plans and a learning guide as well. A text book should really design
for the pupils rather than the teacher. Text book should stimulate reflective thinking
and cultivate in students the scientific attitude. In the teaching-learning process, the
text-book occupies an important place. There is a saying “As is the text-book, so is
the teaching and learning”. A good text-book can even replace class-room teaching.
The science text-book should aim at aiding the pupils in the development of their
personalities, in developing open mindedness, developing appreciation and
understanding of nature and not merely stuffing their minds with facts. A good
textbook has following features:

1. Fixing the objectives

2. Vocabulary

3. The author: A good text-book is judged, at face, by the author, his

qualification and experience.

4. Grading the Structures

5. Mechanical features of the text-book:

(a) The print and paper used and the binding of the text-book should be attractive.
It should be hard and durable.

(b) The printing should be clear, legible and appropriately spaced.

(c) The book should be well-illustrated with diagrams, sketches and pictures.

(d) The size of the print, the language and experiments discussed should suit the
age of the child and standard of the child.

3. The subject matter-its nature and organization.

 Importance of textbook analysis:

Science educators agree that textbooks play a crucial role in teaching and learning
process, consequently, numerous research studies have been conducted in analysis
of science textbooks. In 1941, Graham noted that 'The textbook is an old
instrument in learning and teaching processes.

The quality of science textbooks has significant impact on teaching and learning
science, the importance of textbook analysis has been emphasized by various
educational experts. The chapters in this book explore theoretical and philosophical
underpinnings, methodological issues, critical analysis and conceptual frameworks
and tools for evaluation of textbooks. The volume will bring together distinguished
scholars in the field to share their contemporary thinking and knowledge about
textbooks analysis and its imperative for science education.