Connecting Children to Science: A Qualitative Content Analysis of Science Textbook

Abstract

Since experiential learning promotes meaningful understanding through experience and interaction with the environment, it is important that early science textbooks support such approaches. This study aimed at exploring the pertinence of first-grade science textbooks to concrete experiences, reflective observations, abstract conceptualizations, and active experimentations. A directed qualitative content analysis was conducted using Kolb's experiential learning model and Vygotsky's constructivist theory as analytical frameworks. The qualitative content analysis revealed that while reflective observational learning and abstract conceptualization phases are well represented, concrete experiences are only fairly represented and active experimentation opportunities are found rare across all units. The findings dictated that the balanced pertinence of the four stages of learning in the experiential learning model is the major missing component of the textbook. It can be safely concluded that first-grade children are almost connected to environmental sciences, except that the textbook left children with rare opportunities for active experimentation. Textbook designers, editors, and educational supervisors should work to integrate more tasks that could open opportunities for practical or hands-on exercises and active experimentation.