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Factoring genetic determinism: An a...

Schifellite, Carmen James.

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Factoring genetic determinism: An analysis of sociobiological discourse and debate and their presentations in biology textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factoring genetic determinism: An analysis of sociobiological discourse and debate and their presentations in biology textbooks./
作者:	Schifellite, Carmen James.
面頁冊數:	382 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2194.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ69246
ISBN:	0612692469

Factoring genetic determinism: An analysis of sociobiological discourse and debate and their presentations in biology textbooks.
Schifellite, Carmen James.

Factoring genetic determinism: An analysis of sociobiological discourse and debate and their presentations in biology textbooks. - 382 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2194.

Thesis (Ph.D.)--University of Toronto (Canada), 2002.

This thesis is about Sociobiology, especially human sociobiological discourse, and its emergence as a paradigm especially through the formulations of E. O. Wilson. It asks two distinct and related questions. The first question asks why and how has the general project of Wilsonian or determinist human sociobiology has maintained its appeal and continued to garner popularity and support despite the many cogent and detailed critiques. The second question, covered in part two of this thesis, asks how the sociobiological controversy is presented in three Biology textbooks.

ISBN: 0612692469Subjects--Topical Terms:

626654
Education, Sociology of.

Factoring genetic determinism: An analysis of sociobiological discourse and debate and their presentations in biology textbooks.
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245 1 0 $a Factoring genetic determinism: An analysis of sociobiological discourse and debate and their presentations in biology textbooks.
300 $a 382 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2194.
500 $a Adviser: David Livingstone.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2002.
520 $a This thesis is about Sociobiology, especially human sociobiological discourse, and its emergence as a paradigm especially through the formulations of E. O. Wilson. It asks two distinct and related questions. The first question asks why and how has the general project of Wilsonian or determinist human sociobiology has maintained its appeal and continued to garner popularity and support despite the many cogent and detailed critiques. The second question, covered in part two of this thesis, asks how the sociobiological controversy is presented in three Biology textbooks.
520 $a Part one of this work examines the development of human sociobiology and its related disciplines and the debates that have arisen around this paradigm. It chronicles how this Wilsonian human sociobiological discourse constructs its legitimacy, the major issues critics have raised and recent developments in human sociobiology and related fields. It also suggests modified epistemological positions and avenues of critique. As such, this work utilizes theory developed within utilizes theory developed within science studies, hegemony studies, discourse theory, textual analysis, and science education.
520 $a Part Two examines three textbooks used in Ontario Academic Courses (OAC's) in Biology in high school in grade thirteen in Ontario. These texts are similar if not identical to textbooks used in introductory biology courses in universities in North America. This textual analysis, examines how the textbooks portray sociobiology and the related fields of Genetics, Evolutionary theory and the Nature of Science itself. This analysis provides a way both to gauge the influence of Wilsonian human and non-human sociobiological discourse and to gauge the ways in which this controversial issue is handled by the texts. This analysis finds that all three textbooks fail to use sociobiology as an example of a scientific controversy to engage students in a discussion of this topic. They also fail to engage students in any of the collateral controversial issues in genetics, evolutionary theory and the nature of science itself.
520 $a This work also borrows from the constructivist, Science-Technology-Society-Environment (STS-E), and Nature of Science movements within science education and begins to make recommendations for teachers and textbook authors regarding the teaching and presentations of sociobiology and the nature of science debates.
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