This research utilizes digital textbooks in the fields of natural science and living technology as media to establish evaluation indicators for high quality science textbooks as reference index for both domestic development of E-textbooks and current E-textbook evaluation process in Taiwan. The research process involves two steps. In the first step, the Delphi technique was used by experts to design a set of indicators for a high quality science E-textbook evaluation process, which corresponds to three main requirements: “teaching materials”, “digital” and “nature of science” for curriculum in natural science and living technology. The questionnaires were revised and the final revisions were made, consisting of 3 standard modules, 8 dimensions and 23 sub-dimensions and 51 indicators. In the second step, content analysis method was used in evaluating the quality of indicators. The three different versions of E-textbooks meet the needs of centralized government examination and approval, indicating that the contents of indicators correspond with the category structure. The technology outcome is sufficient that could bring it in line with current standard and practices as well, but there is still room for development in terms of digital integration and teaching, especially in scientific method and scientific evidence.

　　Few researchers are concerned with the relationship of textbooks and learning and learners’ viewpoint on the use of textbooks. This study aims to explore preferences concerning the use of these two types of textbooks among teachers and students, applicability to teaching and learning, and the learning effect. Using interviews, we learned the opinions of teachers and students and employ the interview results to make the following generalities about their viewpoints. First, affective and functional factors affect textbook preference. Second, electronic and paper textbooks have their own application timing and programs. Third, the influence of the electronic textbook learning field transcends that of their paper counterparts.

　　This study examined the effectiveness of two sets of electronic instruction materials used to teach children how to solve volume measurement problems. Two fifth-grade classes (N=108) were recruited respectively from two public elementary schools in Taipei, Taiwan. The two classes in each participating school were randomly assigned to two conditions: (a) the experimental-condition in which the dynamic geometry software-based approach with geometry-and-volume-measurement curriculum was given (n=55); (b) the control-condition in which the volume measurement curriculum without dynamic geometry software-based approach was provided (n=53). Findings show that the experimental-group outperformed the control-group in overall scores on the posttest and the scores on the three subscales, including explaining the meaning of volume, volume comparison, and reasoning-and-application. The interview data also demonstrated that the interviewees from the experimental-group more frequently acquired the characteristics of rectangular solids, the meaning of volume, and exhibitions of dynamic figures than those from the control-group. The distinctiveness between the two sets of curricula may show differences in learning outcomes between the two groups. The implications of the study and suggestions for enhancing children’s ability to solve volume measurement problems are discussed.

　　The term “electronic textbooks” refers to electronic content presented on electronic screens. They are remote and are reusable. As such, electronic textbooks can be easily adapted to the classroom. Course elements can be introduced as if one were laying a brick wall, starting from the bottom and built up until a complete structure is eventually formed. Adapting electronic textbooks into course design has become a global trend. The present study targeted a group of aboriginal students in a Hualien County high school. Three aboriginal stories, Entry of the Aboriginal Tribe, A Legend of Ami, and The Real Person, were adapted and rewritten. The experimental group used the Oxford teaching model which includes six steps of instruction: predict, browse, scan, infer, guess the meaning of unfamiliar words, and self-evaluate. The control group read texts using traditional methods. Both groups of students were taught in computer classrooms and self-reported in written form. The experimental group significantly outperformed the control group in the reading comprehension test. Test results showed that aboriginal students performed better in predicting, browsing, and scanning; however, some may have encountered difficulties in guessing unfamiliar words in the text.

　　Textbooks consist of text and illustrations, however textbook research tends to be concerned with text, rather than illustrations. To address this situation, the current study utilizes information processing theory and cognitive load theory to explore changes in the design of textbook illustrations and their use in teaching and learning. A case study was employed to collect and analyze data using observations, interviews, checklists, and document analysis. The findings show an interrelationship among the written curriculum, taught curriculum, tested curriculum and experiential curriculum and positive changes in the curriculum. However, there is still more space to reinforce a systematic transformation among different types of curricula; that could improve the quality of textbook design as well as the use of textbook illustrations in teaching and learning. As such, textbook designers should check over textbook illustrations carefully using cognitive process principles. Teachers should monitor the cognitive processes of students for illustration learning and develop appropriate teaching strategies to facilitate it. Students need to view illustrations as important learning tools and to learn how to decode them. Educators should align content and forms of illustrations in tested curriculum with those in written curriculum.