Using Science Textbooks in Classrooms

Author(s)	Dr. Susmita Ram
Country	India
Abstract	The National Education Policy (NEP-2020), India suggests that teachers use multiple instructional materials to teach. However, not much is known about actual practices in reality. The present study endeavours to address this gap. The method of microethanography was used in multiple classrooms to investigate how teachers use the textbook for planning and teaching science in middle school (grades 6-8) classrooms. Twenty four teachers were observed across three categories of schools namely; low fee, middle fee and high fee. Data was collected via observations and semi-structured interviews of the teachers to determine the significance/ importance of the prescribed textbook. Thematic analysis of the data revealed the large extent to which the textbooks were followed by the teachers. It was found that in general, the concepts taught in science followed the structure of the textbook including the sequence of sub-concepts, examples as well as the activities. There were not many differences found across schools with regard to contextualizing the concepts with reference to the diversity among students. The study has implications for both; the teacher education programmes and publishers of textbooks.
Keywords	science teaching, textbook usage, National Education Policy 2020, microethanography
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-07-16
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.83765

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