東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Origins of High School Biology in New York State.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Origins of High School Biology in New York State./
Author:	Conenna, Michael Angelo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	300 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28644494
ISBN:	9798460481552

The Origins of High School Biology in New York State.
Conenna, Michael Angelo.

The Origins of High School Biology in New York State. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 300 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Thesis (Ph.D.)--State University of New York at Stony Brook, 2021.

This item must not be sold to any third party vendors.

There have been several historical studies on science education in secondary schools, however, none have been specific to Biology in New York State. Through the utilization of rich primary source documents from New York State Libraries and archives, the historical growth of Biology as a subject and course in New York State is documented. This study details the history of the development, establishment, and long-term success of the high school course of Biology in New York State. It examines the course origins and its evolution based on the complex political and social circumstances that led to its development and refinement. The Biology course created in New York State in 1905 traces its roots to the biological sciences of botany, zoology, and physiology. Although these courses shared common aims, they were taught as separate subjects independent of one another. They were elective half-year courses and were not considered as college entrance subjects. Consequently, biological science courses were generally held in low regard when compared to the year-long courses of Chemistry and Physics. Traditional teaching methods for the biological sciences during the 19th century focused on textbook study and rote memorization following the pedagogical practices of mental discipline. As a growing movement for standardization in the sciences emerged, the Biology course was designed to be administratively feasible as a year-long course with laboratory work that would meet college entrance requirements. Biology moved away from the textbook method in favor of more student-centered learning with real world application for the average high school student. Four common themes emerged. These were identified as the impact of educational standardization, the changes in student demographics, the influence of changing pedagogical practices, and the effects of various socio-political movements. The adaptability of the Biology course contributed to its growth and expansion, while indirectly leading to the decline of Zoology, Botany, and Physiology courses. Biology eventually became the leading high school science course in New York State by 1940.

ISBN: 9798460481552Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Biology

The Origins of High School Biology in New York State.
LDR:03373nmm a2200409 4500 001 2346447
005 20230315102212.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798460481552
035 $a (MiAaPQ)AAI28644494
035 $a AAI28644494
040 $a MiAaPQ $c MiAaPQ
100 1 $a Conenna, Michael Angelo. $3 3685540
245 1 4 $a The Origins of High School Biology in New York State.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 300 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
500 $a Advisor: Sheppard, Keith.
502 $a Thesis (Ph.D.)--State University of New York at Stony Brook, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a There have been several historical studies on science education in secondary schools, however, none have been specific to Biology in New York State. Through the utilization of rich primary source documents from New York State Libraries and archives, the historical growth of Biology as a subject and course in New York State is documented. This study details the history of the development, establishment, and long-term success of the high school course of Biology in New York State. It examines the course origins and its evolution based on the complex political and social circumstances that led to its development and refinement. The Biology course created in New York State in 1905 traces its roots to the biological sciences of botany, zoology, and physiology. Although these courses shared common aims, they were taught as separate subjects independent of one another. They were elective half-year courses and were not considered as college entrance subjects. Consequently, biological science courses were generally held in low regard when compared to the year-long courses of Chemistry and Physics. Traditional teaching methods for the biological sciences during the 19th century focused on textbook study and rote memorization following the pedagogical practices of mental discipline. As a growing movement for standardization in the sciences emerged, the Biology course was designed to be administratively feasible as a year-long course with laboratory work that would meet college entrance requirements. Biology moved away from the textbook method in favor of more student-centered learning with real world application for the average high school student. Four common themes emerged. These were identified as the impact of educational standardization, the changes in student demographics, the influence of changing pedagogical practices, and the effects of various socio-political movements. The adaptability of the Biology course contributed to its growth and expansion, while indirectly leading to the decline of Zoology, Botany, and Physiology courses. Biology eventually became the leading high school science course in New York State by 1940.
590 $a School code: 0771.
650 4 $a Science education. $3 521340
650 4 $a Education history. $3 3171959
650 4 $a Secondary education. $3 2122779
650 4 $a Biology. $3 522710
653 $a Biology
653 $a High school
653 $a Regents
653 $a Science education
653 $a New York State
690 $a 0714
690 $a 0520
690 $a 0533
690 $a 0306
710 2 $a State University of New York at Stony Brook. $b Science Education. $3 3684446
773 0 $t Dissertations Abstracts International $g 83-05B.
790 $a 0771
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28644494