Good evening! Im Megan Sweeney and currently a sophomore at Stockton University. This is my second twitter chat and I can't wait to hear what everyone has to say about textbooks! #ASEchat#GEN2108
By ‘access’ do you mean that there are some textbooks that children can browse, or do you mean that they are issued with, or something in between? #ASEChat
Haven't found any yet for year 11s I am working with. Biggest change for me on returning to classroom (slightly) after 15 yrs. I used to have class sets of 2! #asechat
Our students have access to physical textbooks within lessons, there’s enough for one between two. We have to request them for our classroom if we want to use them #asechat
Current school (each student issued with one)and previous school (class sets). Copies available in library. Different books also available in the department resources. #ASEChat
What’s the budget to manage this level of access? #ASEchat Does science have to buy books out of their capitation as well as other kit and consumables? Or is there additional funding for the books?
I think the question needs to be broken down by phase of education. Do primary schools give their pupils access to science text books? How many schools have KS3 texts? Is it a ‘given’ that students will have a course text book post 16? #ASEChat#tryingtohelp
Q2: The last time I used a textbook was for my own personal lesson prep. Before half term I used a set with a class for Cornell note taking on the Limestone Cycle. How about you? #asechat
I would distinguish between a revision guide and a textbook. Revision guides don't have paragraphs of text but it's important that students learn to extract information from paragraphs. #ASEchat
At a discounted rate off us. I think even for KS5 the CGP ones are nicest of the board specific ones. I have a variety of non spec chem books but want to get my hands on the Salters Data book (from a very old course I think) #asechat
I think it is v important for students to have access to a textbook - while there are many good (free and cheap and expensive) resources out there, a textbook has been through an extensive authoring, editing process so likely to be of reasonable-excellent quality and use #asechat
I think that may be what is putting people off textbooks now. I have seen some with v few or poor quality questions. I wouldn't be able to use in class. #asechat
We have set textbooks but as a department we can choose. I have the coordinated Science: Chemistry textbook as it’s a fairly good book. Not had time to look for anything better #asechat
The way the administration is making it sound, yes. I'm not entirely sure on the details quite yet or if we will even be going through with this. It seems like a long term plan and they're just starting on it. #ASEchat
#asechat - Last used personally to refresh my knowledge of Electrode potentials; for students more difficult as we don't have up to date class sets - though some of the chemistry doesn't change!
I spent ages faffing about with exampro trying to find suitable quests. Reached to my bookshelf, found old text book and found a brilliant question in less than a minute! #asechat
I think that may be what is putting people off textbooks now. I have seen some with v few or poor quality questions. I wouldn't be able to use in class. #asechat
Additional Q for you, what do we think about the coverage of safety in textbooks? Has anyone found any issues with the methods given in them? (e.g. For required practicals?) Certainly some older texts may have this issue but perhaps newer ones too? #asechat@CLEAPSS
I like having books that encourage reading about science, are we restricted in thinking that a text book has to be linked directly to an exam board #ASEchat
No idea about primary. KS3 have individual books for each year. KS4 individual books for each strand. KS5 individual books again. Due to type of school, students buy their own #asechat
My bookshelf is similar - some lovely classics out there that have oddles of questions - an integral part rather than (as it sometimes seems) an after thought. One of the best bits of the old Salters Chemistry A Level course I used to teach. #asechat
We have found many issues over the years, plus books suffer from changes in regulations, guidance etc... Some things printed before 2014 will have methods which are now illegal under explosives regs. #asechat
I agree with you. Really good for tier 2 language as well. One of mine asked me what 'aggregate' meant after we did some textbook work. It's interesting the words they don't know #asechat
But part of helping people understand science is to have high quality questions. I have to say that I have never really used textbooks to explain science. Maybe it depends when you taught. I think that would have been frowned upon #asechat
It may be the diffence between a coursebook ksay Spotlight Science) and a textbook. As a new teacher I found the former really helpful in lesson planning as it included pracs as well #asechat
I increasingly used to take time to read from text books as a class. Mainly so that students got used to the idea that they had to bring their reading heads to science #ASEchat
I agree with this, if we are to engage pupils in learning Science, interesting articles or books linked to Science, https://t.co/nQQpjXgb3N's Marvellous Medicines #asechat
This is an interesting point about using ‘old’ text books. The RA must be done for that context at that time, though time pressed planning might result in taking the books word for it. #asechat
We have found many issues over the years, plus books suffer from changes in regulations, guidance etc... Some things printed before 2014 will have methods which are now illegal under explosives regs. #asechat
I have known schools with class sets of Muncaster's books for the options at AQA A level, From 3 specs ago but still really relevant. This one cover the Turning Points option #chatphysics#teachphysics#iteachphysics#asechat
It also presumes that the writer did any sort of risk analysis at all. Often they do none at all.
Or their own context doesn't match the reality of most schools.... #asechat
#asechat I used to have lots of old catalyst magazines and the chemistry review - so great articles in these; really good for extension/application/interest/inspiration. Catalyst from here now https://t.co/RjKqD0SUlx
Today. I had 3 sets out with 3 different diagrams of the EM spectrum and asked students to synthesis their own diagram with indications of wlngth, freq, energy, uses and dangers. Some demanded to know which one to copy. But some ventured to other pages for more info. #ASEChat
Based on @ViciaScience comment that textbooks are for explaining science then no but for myself in helping planning and saving writing worksheets yes #asechat
#asechat I used to have lots of old catalyst magazines and the chemistry review - so great articles in these; really good for extension/application/interest/inspiration. Catalyst from here now https://t.co/RjKqD0SUlx
Also we find that many authors don't test any of their methods, so they have no idea if they even work...
This is result of rehashing old textbooks, usually dating back to the old Nuffield books which @doc_kristy used on TV! #asechat
A nice example of textbook use. It's important for pupils to critique the info given and textbooks are a safe way of doing that (rather than random Internet info) #asechat
Today. I had 3 sets out with 3 different diagrams of the EM spectrum and asked students to synthesis their own diagram with indications of wlngth, freq, energy, uses and dangers. Some demanded to know which one to copy. But some ventured to other pages for more info. #ASEChat
A3 - Maybe 30-50% of lessons I have the students reading out passages which we then discuss as a class - gives a overview of the area being studied, helps identify words they are not confident in pronouncing and engages them with a source of information #asechat
I remember at school we used to refer to the text book by the author’s name rather than the text book name. Nelkon or Abbot. (Wonder if anyone is old enough to know which subject theses book were for) #asechat
How can we teach children to communicate science in writing and diagrams unless we provide them with models, such as well written (text) books. Reading should come before writing #ASEChat
We're having a lot of fun watching this centipede crawl around our desk this morning! Do it yourself with our activity pack "Under Your Feet" from @GWR#BSW19https://t.co/3ReWZJrkEP
I remember at school we used to refer to the text book by the author’s name rather than the text book name. Nelkon or Abbot. (Wonder if anyone is old enough to know which subject theses book were for) #asechat
This page has the link to the back issues of Catalyst and you can search for topics https://t.co/F8qzES5CQG#asechat perfect for encouraging wider reading though aimed at 14-16 (and beyond)
#asechat I used to have lots of old catalyst magazines and the chemistry review - so great articles in these; really good for extension/application/interest/inspiration. Catalyst from here now https://t.co/RjKqD0SUlx
I would not use them during an observation mainly because I think my administration is looking for something more interactive when observing. I would use them at other times if my textbook was better though. #ASEchat
I was criticised for using textbooks too much - the dept had just invested several hundred pounds in buying new ones which I wa using instead of photocopying 🤨
#asechat My potted view now is that spec-specific books have been a huge waste of public money. On balance, rather than conventional texts, imo classrooms now need "course companions" with meaningful activities and questions to augment the teacher input.
A3 - Maybe 30-50% of lessons I have the students reading out passages which we then discuss as a class - gives a overview of the area being studied, helps identify words they are not confident in pronouncing and engages them with a source of information #asechat
Me too. I say to students 'they have been written with you in mind; the authors thought about this'. I use them for diagrams and practice Qs. I wish I could use them more for what is written but it is hit and miss, so I do when it's a good passage. #ASEChat
just checked the search, and other @STEMLearningUK resources come up, but the Catalyst articles are flagged I like this one on Artificial photosynthesis #asechat
This page has the link to the back issues of Catalyst and you can search for topics https://t.co/F8qzES5CQG#asechat perfect for encouraging wider reading though aimed at 14-16 (and beyond)
#asechat I used to have lots of old catalyst magazines and the chemistry review - so great articles in these; really good for extension/application/interest/inspiration. Catalyst from here now https://t.co/RjKqD0SUlx
just checked the search, and other @STEMLearningUK resources come up, but the Catalyst articles are flagged I like this one on Artificial photosynthesis #asechat
This page has the link to the back issues of Catalyst and you can search for topics https://t.co/F8qzES5CQG#asechat perfect for encouraging wider reading though aimed at 14-16 (and beyond)
#asechat I used to have lots of old catalyst magazines and the chemistry review - so great articles in these; really good for extension/application/interest/inspiration. Catalyst from here now https://t.co/RjKqD0SUlx
#asechat As with most things - variable - BUT there were some interesting articles (which expanded my own knowledge); some good activities with teacher notes and I did like the student responses and explanations (made a good teaching resource)
I love Ramsden. Don't teach kids any more, but in ITE I use and model use of text books with the students and we think about how they can be used as an effective classroom resource. #ASEChat
I have to as our local regs will be different anyway (work in Italy). We use Cleapss (and we update RA yearly) but new ideas (I'm always trying something "new") are checked against cleapss and local regs before continuing. I couldn't do it without our great technician #asechat
Also Big Picture from Wellcome provided reading in punchy short articles - which I found helps maintain enthusiasm for the subject matter. (sadly no longer produced, but available from https://t.co/pQBzb3czLJ) #ASEChat
I have to as our local regs will be different anyway (work in Italy). We use Cleapss (and we update RA yearly) but new ideas (I'm always trying something "new") are checked against cleapss and local regs before continuing. I couldn't do it without our great technician #asechat
#ASEChat I think the trick with textbook use is actually the same as with practicals even though they are often seen as oppositional in terms of practice. It's how to use them in a 'minds-on' way.
Great to hear a view from ITT who I think get a bad press from some on twitter. It's all about balance and if ITT students haven't had good textbook use modelled when they were at school they may not know how #asechat
I love Ramsden. Don't teach kids any more, but in ITE I use and model use of text books with the students and we think about how they can be used as an effective classroom resource. #ASEChat
I raid the library for back copies of “Focus” magazine that I keep in a magazine file in my lab. Useful for form time silent reading or for kids who finish work early #ASEChat
Is it that bad now? I've only been in Italy for 5/6 years and I always checked upto date methods and RA for practical work or demos #asechat (I had a bloody marvellous head technician)
Our technician doesn't want to be involved in #techognition#asechat our upper sixth will be doing something for her though - they couldn't have done the internal assessments for extended essays without her
The problem with most newer text books is that they are too ‘designed’ chopped up into boxes, don’t really give the experience of proper reading, or indeed what a good explanation looks like #asechat
How can we teach children to communicate science in writing and diagrams unless we provide them with models, such as well written (text) books. Reading should come before writing #ASEChat
I remember at school we used to refer to the text book by the author’s name rather than the text book name. Nelkon or Abbot. (Wonder if anyone is old enough to know which subject theses book were for) #asechat
And then teaching the derivation of technical vocabulary. Until a word is seen in print it is difficult to make links to similar words and identify patterns in the use of scientific language #ASEChat
Yep, I think modelling is key. In the PGCE year the new teachers are mostly in school but resources variable. When they are in Uni sessions I try to model as much as I can, and also use textbooks because there is so much to do in such a short time. Content + pedagogy. #ASEChat
Do I detect dissatisfaction with current practice of simplifying text , reducing the numbers of words on a page and only using language that is already familiar in school science text books? #ASEChat
I went through my science ex-books from when I was in y10 this weekend. I was shocked to see suvat and all sorts that I would have sworn were not on the mid-90s NEAB spec. We did one lesson per topic from books and I learned and forgot after the exam. Wrong way to do it. #ASEChat
If I'm honest I've never used a textbook in primary science. Not even sure where you'd look for a decent one. There are so many other excellent resources available + the focus on practical science that I'm not sure I'd find one necessary.
#asechat
There aren't many practicals in them and those that are in the methods are "dodgy" (not clear or detailed enough). So I always make a practical work sheet with correct safety instructions/ alerts #asechat
Yes. Both are very fond of that particular phrase. I am sure it may be true in some cases but that does not mean it is representative of all teachers #ASEChat
A4. The geology bits are almost always riddled with mistakes because it is shoved in to Chemistry or Physics modules/books and written by non-specialists. (Not that I'm a bitter earth scientists or anything). #ASEChat
I ordered the calculations book as well (it was 50p) I've used the Jim Clark one sporadically over the past few years but mainly to lend to students for extra practice. #asechat
A4. The sociological side of textbooks is very interesting. They can reinforce stereotypes and whilst it is clearly impossible to tell every story, biases are evident. #asechat
(Speaking of which, I declare one as @seerymk and I are investigating this! https://t.co/2Av0NDRZgk)
May save you time to look in library for books currently out of print but written for GCSE etc in years gone by, when text was more extensive? #ASEChat
Perhaps if we only had one exam board per subject - also, depends which part of the state - not civil servants / ministers reviewing - would have to be experts reviewing... #asechat
A4 Advantages - you do less planning, keeps the kids quiet, it strictly follows the spec.
Disadvantages - you do less planning, keeps the kids quiet, it strictly follows the spec.
#asechat
Not a bad idea, but given the mess of the current specs for 8 correct science (fiduciary marker!) i would be wary of letting ministers dictate textbook c tent. #asechat
Ta. I have many and do raid the library and the unloved recesses of other classrooms. I should take photos of pages and curate electronically. =) #asechat
In reply to
@ViciaScience, @FabPhysics, @doc_kristy
Everytime I produce a resource teachers want it directly referenced to their spec. Teachers need to develop a common language. Why not just discuss "ionic bonding"? Not "AQA" ionic bonding! #asechat
Wld be interested to know perceptions of kids interacting with content in book vs digital format. E.g. potentially seeing books as linear compared with web content. How they link around a physical book/use index vs hyperlinks. Plus different physical/material experience #asechat
In the past the increasingly restrictive mark schemes didn't help with this. Not sure whether the new specs have freed up the examiners to use their expertise more so? #asechat
It has been wonderful to produce @BestEvSciTeach free from commercial concerns thank to funding from Salters Institute and STEM Learning. Teachers loved it @theASE conf. #asechat
In reply to
@ViciaScience, @DrDav, @BestEvSciTeach, @theASE
I agree and some books should be owned by all teachers and students (all my oxbridge hopefuls borrow my few Nelkon and Parkers. Nelkon is worth searching for as there are a few books including electronics #chatphysics#teachphysics#iteachphysics#asechat
In most schools I have worked in we have the whole back catalogue. Changing the spec, or switching exam boards needs to be weighed against the cost of replacing all the text books. #asechat
Agreed. There are two very good A-level Chemistry textbooks with just questions. I haven't seen anything similar for GCSE equivalent. Anyone want to fund a sabbatical for me and I'll write one? ;) #asechat
A5. Instinctively, nay. But think that's because I would associate with limiting teacher agency which is not grounded in any evidence.
But in my exp, international research projects in education the question about what textbook is used is common. #ASEChat
I do wish the world would grasp this fact. I was last in the classroom 15 yrs ago. Two weeks ago I went back to a school to do some Yr 11 revision. I can confirm that ionic bonding, dot and cross diagrams etc have not changed! #asechat
I have a problem with text books that cover the whole syllabus / spec but then go no further. I want books to extend students interests if they choose to explore a topic further than I can cover in a lesson #ASEChat
Yes. As a result teachers have textbooks in the illogical ordering of the spec which gives them no support at all with quality curriculum planning #asechat
I have a problem with text books that cover the whole syllabus / spec but then go no further. I want books to extend students interests if they choose to explore a topic further than I can cover in a lesson #ASEChat
With new specs, sometimes the board-endorsed textbook is the initial exposition of the more compact or obtuse spec points, and this has knock-on effects into exams. Permissive/broader mark schemes are the answer, as you say. #ASEChat
In reply to
@dave2004b, @hecharden, @ViciaScience, @DrDav
I do wish the world would grasp this fact. I was last in the classroom 15 yrs ago. Two weeks ago I went back to a school to do some Yr 11 revision. I can confirm that ionic bonding, dot and cross diagrams etc have not changed! #asechat
If you go back pre league tables etc. Textbooks were the driver for subject knowledge & exams, now the exam seems to be the driver of required knowledge and this results in a dependency relationship that means texts must deliver exam outcomes rather than scientific understanding.
I'm not sure that I can agree with this. I used to mark GCSE Chemistry we were always allowed to use our professional judgement - as long as it was correct. #asechat
In reply to
@dave2004b, @hecharden, @ViciaScience, @DrDav
My recent (2013-) experience is that textbooks are Marmite for both teachers and pupils. Latter prefer online. Maybe legitimises being on their phone or laptop at home! Some of the former see it as lazy planning or failure to do a book-based lesson. #asechat
A5 available on devices as easily navigable, useable for just reading or with interactivity where the text book is the tip of an iceberg of linked knowledge... #asechat
That is good to hear - unfortunately a lot of teachers (especially the less experienced ones) aren't examiners and will take MS as the 'correct' answer and want to teach their students using the language as found in the MS. #asechat
In reply to
@marshychemist, @hecharden, @ViciaScience, @DrDav
