Abstract:
This research investigates meanings constructed by a group of science teachers about the textbook in the context of group discussions focusing on the selection of materials for classroom use. Based upon French Discourse Analysis we establish relationships between meanings made and the discourses about textbook policies and teacher training. Our analyses show that meanings are constituted with reference to images of students and images of teaching held by the teachers. Such meanings are plural and yet influenced by the illusion of a direct relationship between thought, world and language. Issues concerning the nature of science and the expression of prejudices or religious indoctrination in textbooks are absent in teachers' discourse and are equally constitutive of meanings made.
Key-Words:
textbook; discourse analysis; science education