This thesis describes an analysis of science textbooks, eight years after the implementation of the Years 1-10 Queensland Science Syllabus, which suggested a move towards constructivist teaching in Queensland schools (QSSC 1999). The textbooks have been analysed for evidence of constructivism, and this has led to recommendations for writing better textbooks. This thesis has been written in five chapters. In Chapter 1, a review of literature develops a conceptual framework, which is the basis of this research. Chapter 2 describes the process used to develop its methodology, and Chapter 3 presents the results of this analysis. Chapters 4 and 5 discuss the findings of this research and its implications for textbook content and design. In the literature review the themes of constructivism and the nature of science and the use of textbooks by teachers are explored. It suggests that textbooks continue to be central to developing curriculum, that they are used as a reference and as an independent learning tool, rather than as a guide to enacting curriculum. It also shows constructivist teaching closely aligns with authentic science, that it moves school science closer to that practised by scientists, and that it can engender improvements in teaching practice and in student interest. The data from this research has been collected using an analytical grid developed from three successive trials, after the literature review showed no previously developed analytical grid was suitable. In this final version of the grid, Likert scales are used to observe four dimensions of constructivism in textbook activities: coherence (use knowledge and concepts in a range of contexts), student-centredness of inquiries, language used and analysis questions to practice making new knowledge claims. The unit of analysis was ecology chapters of four middle school science textbooks. The research questions asked in this study are as follows: • Is a constructivist approach discernable in the textbooks reviewed in terms of the four dimensions of constructivism identified in the literature review? • What elements of constructivism are readily identifiable, and therefore are easily included in textbooks? • What elements of constructivism are not discernable? The results of this research have been synthesised and show no textbook could be considered constructivist, although one textbook had inquiries that could be considered exemplary. Two of the textbooks had no claim to be constructivist because they lacked inquiries, and this is where students experience the methods of scientists and practise making knowledge claims.   Other conclusions of this research include the following: •All textbooks reviewed were deficient in at least one dimension of constructivism, and those with one inquiry cannot be constructivist; •Activities and contexts made textbooks more coherent; •Technical terms were reduced compared to what has been traditionally covered by textbooks, however technical terms are also essential to scientific literacy and need to be used appropriately; •Most methods of inquiries are prescribed, so they do not allow students to solve problems in their own relevant contexts; even in those textbooks with more inquiries; •There was little evidence of hypothetico-deductive reasoning in inquiries rather data collection and simple analysis were usually suggested. Guidelines for writing better textbooks have become apparent from this research. Coherent textbooks are inherently constructivist because they apply concepts across contexts, and have more inquiries. Inquiries with a rigorous, authentic hypothetico-deductive approach arise naturally when the methods, concepts and language of science are applied in contexts that students are likely to find relevant and interesting, and where real-life problems need to be solved. Adopting these recommendations could lead to textbooks being more centrally positioned in enacting curriculum than now, because they are more likely to be constructivist (and represent the best thinking in the field).

Submitted in fullfilment of the requirements for the degree of Master of Arts (Research) Macquarie University, Division of Humanities, Dept. of Modern History. 2005. / Thesis (MA)--Macquarie University, Division of Humanities and Social Sciences, Dept. of Modern History, 2005. / Bibliography: p. 268-290. / Introduction -- 1. Norms, interests and humanitarian intervention -- 2. Bosnia and Somalia -- 3. Rwanda -- 4. The Clinton Administration and the Balkan Wars -- Conclusion. / A number of Constructivist and English school scholars have investigated the degree to which humanitarian intervention is allowed and legitimised by international society. In other words, they have examined the nature and strength of a norm permitting humanitarian intervention. It is the contention of this dissertation that another norm of humanitarian intervention - parallel but discrete - has been neglected. It is argued that ideas and beliefs shared by members of international society not only permit intervention but prescribe it in certain circumstances and this has been largely ignored in the literature. / Mode of access: World Wide Web. / 290 p

Thesis (M. Ed.(CIE))-University of Pretoria, 2007. / Includes bibliographical references (leaves 124-134) Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 236-244).

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1993. / Includes bibliographical references (leaves 121-124).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 188-199).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 135-140).

Thesis (M. Phil.)--University of Sydney, 2007. / Title from title screen (viewed 26 March 2008). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Art History and Theory, Faculty of Arts. Includes bibliographical references. Also available in print form.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references. Also available in print.

Thesis (MA (Clinical Psychology))--University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.