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Science in historical perspectives: ...

Wang, HsingChi.

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Science in historical perspectives: A content analysis of the history of science in secondary school physics textbooks.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Science in historical perspectives: A content analysis of the history of science in secondary school physics textbooks./
Author:	Wang, HsingChi.
Description:	190 p.
Notes:	Adviser: William F. McComas.
Contained By:	Dissertation Abstracts International60-02A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919122
ISBN:	0599181761

Science in historical perspectives: A content analysis of the history of science in secondary school physics textbooks.
Wang, HsingChi.

Science in historical perspectives: A content analysis of the history of science in secondary school physics textbooks. - 190 p.

Adviser: William F. McComas.

Thesis (Ph.D.)--University of Southern California, 1998.

The history of science was included in the first nationwide content standards document for K–12 school science, <italic>Benchmarks for Science Literacy</italic> (AAAS, 1993). Other national standards in science education, including the <italic>National Science Education Standards</italic> also state that students should know the history of science (NRC, 1996).

ISBN: 0599181761Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Science in historical perspectives: A content analysis of the history of science in secondary school physics textbooks.
LDR:03387nam 2200325 a 45 001 928587
005 20110426
008 110426s1998 eng d
020 $a 0599181761
035 $a (UnM)AAI9919122
035 $a AAI9919122
040 $a UnM $c UnM
100 1 $a Wang, HsingChi. $3 1252051
245 1 0 $a Science in historical perspectives: A content analysis of the history of science in secondary school physics textbooks.
300 $a 190 p.
500 $a Adviser: William F. McComas.
500 $a Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0381.
502 $a Thesis (Ph.D.)--University of Southern California, 1998.
520 $a The history of science was included in the first nationwide content standards document for K–12 school science, <italic>Benchmarks for Science Literacy</italic> (AAAS, 1993). Other national standards in science education, including the <italic>National Science Education Standards</italic> also state that students should know the history of science (NRC, 1996).
520 $a This study was intended to investigate both the <italic>extent</italic> and <italic>manner</italic> in which the history of science is included in current secondary school physics textbooks. Four secondary school physics textbooks were analyzed in this study. Three research tools were produced during the process of analysis: (a) a History of Science Unit Code Book, (b) a History of Science Conceptual Framework, (c) a History of Science Analytic Rubric for Textbooks.
520 $a The findings of this study are: <bold>First</bold>, the foci of the history of science passages (HOS Units) included in the textbooks were found to be aligned with the foci of the standards documents. Standards descriptions were found to emphasize students' mastery of scientific concepts. A significant number of HOS units focused on developing Conceptual Understanding. <bold> Second</bold>, the Conceptual Understanding in science required “depth” rather than “breadth.” Most history of science examples in the textbooks were superficial and lacked in-depth elaboration. <bold>Third</bold>, the textbooks examples concerning the Procedural of Science (the process of thinking, investigation, and application) made little use of the historical approach to science education. <bold>Fourth</bold>, the history of science depicted by the standards documents is an ideal tool for helping students recognize their cultural heritage. However, limiting the content of history of science to a western view of science is insufficient to meet the goal of global science education.
520 $a The chief implication of this study is: Current science textbooks need major “surgery” to keep only the essential content for effective science instruction and learning. The reconstruction of science textbooks needs to be guided by clear vision of science literacy. The history of science shall be used to present the science, society, and technology in an integrated fashion for effective learning and understanding.
590 $a School code: 0208.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sciences. $3 1017897
650 4 $a History of Science. $3 896972
690 $a 0585
690 $a 0714
690 $a 0727
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 60-02A.
790 $a 0208
790 1 0 $a McComas, William F., $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919122