Examining the Increasing Complexity of Graphics in Third- and Fifth-Grade Science and Social Studies Textbooks

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Abstract

This paper describes the findings of a content analysis of the graphics in third- and fifth-grade science and social studies textbooks. Our goal is to determine whether these graphics represent the increasing complexity described in the Next Generation Science and Common Core State Standards, thus providing opportunities for students to develop their visual literacy skills. Our findings indicate that, overall, fifth-grade textbooks from both content-areas had a greater percentage of tables, images, and photographs. However, a deeper examination of how graphics differ demonstrates that variance exists in the graphic functions. This suggests that while students see different types of graphics in early grades, they will need explicit instruction to understand and interpret graphics in their content-area textbooks.

Authors

• Katherine Landau Wright, Boise State University

• Daibao Guo, Boise State University

• Erin M. McTigue, Texas A&M University