Readability and Science Worksheets in Secondary Schools

Abstract

Applying the concept of ‘readability’ the study examines by means of a questionnaire the claims made by science teachers about the way they write and use science worksheets. It proceeds to validate these claims against an analysis of worksheets collected from schools in the area from which the teacher sample was taken. On the whole the claims which teachers make, although often intuitively taken, are substantiated by the worksheet analysis. In one important respect science worksheets are shown to be unsatisfactory; they fail to stretch able pupils sufficiently.

The study highlights some of the weaknesses of readability theory in terms of validity and reliability when applied to science materials of this sort, and demonstrates its inappropriateness as a ‘between science subjects’ comparator. Nevertheless it is argued that the theory can provide a simple and effective way of grading school‐produced science materials in a systematic way, an essential prerequisite to the validation of enrichment materials.