Selecting A Good Science Text
By: Candy Cates
Does this sound familiar? “Well, here I am, at Smithville Christian Academy, and I have to buy our high school science textbooks. The last science class I took was in my sophomore year of college. I don’t know what to look for!”
Maybe you have felt like that before. Everyone knows a textbook should look appealing; include pictures, charts, and graphs that aid in students’ learning; and be the correct reading level for the age of the learner, but what else?
Here are eight questions to ask.
1. What is the philosophy of the publisher/author?
Check out the front section of the teacher’s manual. The author’s goal for the book should be clearly stated there so that you can judge whether the book’s philosophy is in line with yours. A Christian textbook should show throughout its pages the magnificence of the God of creation and the limitations of man’s science.
2. Is the information in the text accurate?
According to The Christian Teaching of Science, “The Christian teaching of science requires not only a good command of basic subject matter, but also the spiritual perception to discern truth from error in a great variety of contexts.”
For example, anything that is true science must be measurable either with one of man’s five senses or with an instrument. Man’s origin is an example of something that cannot be measured; thus, it is not in the realm of experimental science.
However, most scientific studies use observations to make accurate deductions. The more observations occur, the more evidence is available to improve the validity of scientific theories. As the students conduct investigations involving distances, weights and scientific laws, they see the importance of accuracy.
3. Is the information up-to-date?
Scientific information is constantly changing and growing. The text should contain vital information especially on topics of current discussion. For example, DNA structure, which may not have been important in the past, has become very important because Christians must make ethical and spiritual decisions in the realm of genetics and must understand DNA.
4. Does the curriculum encourage learning experiences?
An appealing text piques the student’s interest in science. Using the scientific method, students have opportunities for multisensory experiences (touching, tasting, smelling, etc.). They may explore, manipulate and inquire. Experiments and field trips promote science hobbies, early vocational selections and an inclination toward majoring in science in college. Also, lab work teaches students how to cooperate with others better, read and follow directions, and observe carefully.
5. Is the text written from a distinctly Christian perspective?
The secular scientist believes that with enough research, testing and experimenting, his discoveries are limitless. As Christians, we know that only God is omniscient. Christian students of science need reminders and reinforcement about limits of science—and scientists.
Secular science also idolizes scientists. Our current culture accepts without question almost any statement scientists make. We need to be careful regarding the faith we place in scientists. A Christian textbook teaches that our Creator made this universe (Psalms 139:14-16), whereas the secular author attributes the physical existence of the universe and all its elements to happenstance.
Finally, many modern environmentalists believe that man should respect and serve nature. However, the Christian text explains that man is to care for the earth. He knows God created the world and he is to “subdue” it (Genesis 1:28).
6. Does the text incorporate a variety of instructional approaches?
Good science instruction necessitates experiential activities. Lab exercises, field work and demonstrations let students see “how” science works. Tables, graphs and other aids help students make accurate measurement conversions; learn scientific roots, prefixes and suffixes; and compare the orbits of the sun, moon and planets. Interest boxes add tidbits of knowledge, keeping interest high in science. Preserved and live specimens offer students some of the same experiences that a scientist has in his laboratory.
7. What aids do the textbook have for the teacher?
An outstanding textbook offers the teacher more assistance than he can possibly use, such as:
* Questions at different cognitive levels
* Activities for further study
* Suggested teaching schedule
* Good quality photographs
* Lab manual (for some classes)
* Ample test or quiz questions
* Valuable teacher notes
* Clearly stated objectives
8. Does the textbook help the student make the connection between learning inductively and then applying that knowledge?
The student needs to have an interactive format within the text. Lab pages, summary paragraphs, charts to complete, investigations to conduct, application activities, review questions and self-quizzes are all ways students can apply and retain what they have learned.
Candy Cates is a former teacher and currently writes for BJU Press.
