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Abstract Theory and practice both suggest that well-designed science textbooks can enhance student understanding. We present an approach to textbook design based on concepts from cognitive psychology, comprehension research, and curriculum theory. At the practical level, the critical elements are coherence in the content and in the rhetorical patterns and devices for connecting these elements. We present results from a cross-cultural study of fourth-grade textbooks from Japan, Singapore, and the United States. Although texts from all three countries have strengths and limitations, the Japanese and Singaporean books are closer to Whitehead's ideal, "teach a few things well" (Whitehead, 1929, p. 2). Our analyses led us to several recommendations for improving the design of science texts.
Chambliss et al. (Thu,) studied this question.