A comparison of author intentions and student perceptions about textbook characteristics

The textbook is often accepted as a fundamental resource in a science classroom because the assumption is made that students are able to interpret a text in a manner which is congruent with the author's intentions. For example, where an author seeks to promote student cognition through the inclusion of specific elements, or implies a high degree of social awareness through the incorporation of societal characteristics in a text, it is expected that students will, at least, perceive these emphases. This research questions these assumptions and suggests that if textbook authors with to communicate such ideas to students, then they should do so in an overt manner. Specializations: Science Education, pedagogy. Specializations: Science Education.