Textbooks, illustrations and student attitudes towards Science: Teacher perceptions, experiences and opinions

Abstract

Educational materials such as textbooks and illustrations included in them are usually used for science teaching, so studying their influence on the student’s attitude to Science is pressing, especially when this variable is not going through a good moment. In this case, we have tested by qualitative methodology to analyze the perceptions of teachers about the influence of both didactic resources on students’ attitude towards Science, using focus group as a research tool. In this study a total of 10 Education Primary and Secondary teachers have participated. The results show that textbooks and illustrations are moderating factors in promoting positive attitudes toward learning Science, provided that a number of conditions are met.