The AAAS has identified a number of problems with some contemporary science textbooks. One problem is that they are too broad in scope, presenting a wide range of topics without allowing enough space to sufficiently develop them. Reading a definition of a concept is not the same as understanding a concept. Science textbooks must spend more time giving students case studies that relate to their own lives and experiences if they are to truly internalize the meaning of the most important scientific concepts.
Models and graphs are supposed to be simple and informative. Like some Hollywood movies, some science textbooks are very flashy and lavishly decorated, yet do not contain much substance. According to the AAAS, illustrations in these textbooks are rarely helpful to students or teachers either because they are too abstract or needlessly complicated.
In order for a student to truly grasp the information presented in a textbook, it is necessary to take account of ideas students already have. Effective textbooks take advantage of the common experiences of the students who use them. For example, the behavior of light is often described as sometimes like that of a wave and sometimes like that of a particle. This is an effective way to explain the concept, since students already have an intuitive understanding of waves and particles. Some successful textbooks even have "teacher's editions" that have sections that suggest possible ideas students may be able to bring to the discussion.
Once a basic concept is learned, successful science textbooks encourage students to make connections with other familiar concepts. For example, once students understand that molecules are in perpetual motion, effective textbooks may ask them to draw pictures of how water molecules move, explain how they can smell vinegar from across the room or determine whether hot water or cold water is better for dissolving a substance. Creating connections with other familiar concepts helps the scientific knowledge become entrenched in their minds.