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From Fertilization to Birth: Represe...

Wellner, Karen L.

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From Fertilization to Birth: Representing Development in High School Biology Textbooks.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	From Fertilization to Birth: Representing Development in High School Biology Textbooks./
Author:	Wellner, Karen L.
Description:	212 p.
Notes:	Source: Masters Abstracts International, Volume: 49-02, page: .
Contained By:	Masters Abstracts International49-02.
Subject:	Biology, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1483051
ISBN:	9781124343341

From Fertilization to Birth: Representing Development in High School Biology Textbooks.
Wellner, Karen L.

From Fertilization to Birth: Representing Development in High School Biology Textbooks. - 212 p.

Source: Masters Abstracts International, Volume: 49-02, page: .

Thesis (M.S.)--Arizona State University, 2010.

Biology textbooks are everybody's business. In accepting the view that texts are created with specific social goals in mind, I examined 127 twentieth-century high school biology textbooks for representations of animal development. Paragraphs and visual representations were coded and placed in one of four scientific literacy categories: descriptive, investigative, nature of science, and human embryos, technology, and society (HETS). I then interpreted how embryos and fetuses have been socially constructed for students. I also examined the use of Haeckel's embryo drawings to support recapitulation and evolutionary theory. Textbooks revealed that publication of Haeckel's drawings was influenced by evolutionists and anti-evolutionists in the 1930s, 1960s, and the 1990s. Haeckel's embryos continue to persist in textbooks because they "safely" illustrate similarities between embryos and are rarely discussed in enough detail to understand comparative embryology's role in the support of evolution.

ISBN: 9781124343341Subjects--Topical Terms:

1018625
Biology, General.

From Fertilization to Birth: Representing Development in High School Biology Textbooks.
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020 $a 9781124343341
035 $a (UMI)AAI1483051
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040 $a UMI $c UMI
100 1 $a Wellner, Karen L. $3 1673499
245 1 0 $a From Fertilization to Birth: Representing Development in High School Biology Textbooks.
300 $a 212 p.
500 $a Source: Masters Abstracts International, Volume: 49-02, page: .
500 $a Adviser: Jane Maienschein.
502 $a Thesis (M.S.)--Arizona State University, 2010.
520 $a Biology textbooks are everybody's business. In accepting the view that texts are created with specific social goals in mind, I examined 127 twentieth-century high school biology textbooks for representations of animal development. Paragraphs and visual representations were coded and placed in one of four scientific literacy categories: descriptive, investigative, nature of science, and human embryos, technology, and society (HETS). I then interpreted how embryos and fetuses have been socially constructed for students. I also examined the use of Haeckel's embryo drawings to support recapitulation and evolutionary theory. Textbooks revealed that publication of Haeckel's drawings was influenced by evolutionists and anti-evolutionists in the 1930s, 1960s, and the 1990s. Haeckel's embryos continue to persist in textbooks because they "safely" illustrate similarities between embryos and are rarely discussed in enough detail to understand comparative embryology's role in the support of evolution.
520 $a Certain events coincided with changes in how embryos were presented: (a) the growth of the American Medical Association (AMA) and an increase in birth rates (1950s); (b) the Biological Sciences Curriculum Study (BSCS) and public acceptance of birth control methods (1960s); (c) Roe vs. Wade (1973); (d) in vitro fertilization and Lennart Nilsson's photographs (1970s); (e) prenatal technology and fetocentrism (1980s); and (f) genetic engineering and Science-Technology-Society (STS) curriculum (1980s and 1990s).
520 $a By the end of the twentieth century, changing conceptions, research practices, and technologies all combined to transform the nature of biological development. Human embryos went from a highly descriptive, static, and private object to that of sometimes contentious public figure. I contend that an ignored source for helping move embryos into the public realm is schoolbooks. Throughout the 1900s, authors and publishers accomplished this by placing biology textbook embryos and fetuses in several different contexts--biological, technological, experimental, moral, social, and legal.
590 $a School code: 0010.
650 4 $a Biology, General. $3 1018625
650 4 $a History of Science. $3 896972
650 4 $a Education, Sciences. $3 1017897
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710 2 $a Arizona State University. $b Biology. $3 1673500
773 0 $t Masters Abstracts International $g 49-02.
790 1 0 $a Maienschein, Jane, $e advisor
790 1 0 $a Ellison, Karin D. $e committee member
790 1 0 $a Robert, Jason S. $e committee member
790 $a 0010
791 $a M.S.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1483051