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Theory of the Earth is an interdisciplinary advanced textbook on the origin, composition, and evolution of the Earth's interior: geophysics, geochemistry, dynamics, convection, mineralogy, volcanism, energetics and thermal history. This is the only book on the whole landscape of deep Earth processes which ties together all the strands of the subdisciplines. It is a complete update of Anderson's Theory of the Earth (1989). It includes many new sections and dozens of new figures and tables. As with the original book, this new edition will prove to be a stimulating textbook on advanced courses in geophysics, geochemistry, and planetary science, and supplementary textbook on a wide range of other advanced Earth science courses. It will also be an essential reference and resource for all researchers in the solid Earth sciences.

In this article, I reflect on my experience of writing and marketing a textbook in the midst of rapid intellectual, technological, and methodological changes in the profession. Like writing the textbook, the process of writing this article helped me to think more deeply about our profession, our teaching mission, and my engagement with publishers, students, and fellow professors. I hope these insights are helpful.

Despite increased research interest in improving students' scientific inquiry abilities, how to conduct scientific inquiry using science textbooks that are easily accessible to primary school students remains understudied. This study developed and verified an inquiry activity model (IAM) to improve the performance of primary school students in science textbook inquiry activities. Data were collected from sixth-grade primary students (n = 167) to analyze the difficulty level of textbook inquiry activities. An analysis tool was developed, focusing on inquiry skills and process flow. Expert analysis increased the tool’s validity. The analysis revealed that students possessed low integrated inquiry skills, were partially aware of the inquiry process flow, and could not design experiments. Hence, the IAM was developed to enhance students’ ability to perform textbook inquiry activities and understand the activity phases. It emphasized the flow and representation of the inquiry process for students to easily recall the contents as they learn the interconnectivity between phases. The post-test of the experimental group and the inquiry process flow chart showed significant improvement in all areas of inquiry ability. The scores for “connections” and “interconnectivity” in the inquiry process flow were high, reflecting the model’s effectiveness in showing the interconnectedness of all stages.

This study aimed to examine teachers’ satisfaction with and needs for earth science model experiments science textbooks used in primary schools. To this end, 103 primary school teachers participated in an online survey, and five teachers with doctorates in science education theory were interviewed. The findings of the study were as follows. First, primary school teachers in South Korea were highly satisfied with earth science model experiments presented in science textbooks. Second, despite the high satisfaction, there were various reasons why model experiments were inappropriate and difficult to conduct. Third, the teachers wanted to replace the model experiments of earth science that could result in misconceptions, had low success rates, and were time-consuming to prepare. Fourth, when designing earth science model experiments, teachers felt the need to confirm the meaning and accessibility of the model experiments. This study confirmed that model experiments should have a meaning and emulate the facts to help students understand rather than merely imitate.