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Evolution of atomic theory: Contras...

Rutgers The State University of New Jersey - New Brunswick.

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Evolution of atomic theory: Contrasting representation in instructional texts with knowledge in scientific field.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evolution of atomic theory: Contrasting representation in instructional texts with knowledge in scientific field./
作者:	McGoldrick, Barbara Louise.
面頁冊數:	248 p.
附註:	Chairperson: George J. Pallrand.
Contained By:	Dissertation Abstracts International53-06A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9231385

Evolution of atomic theory: Contrasting representation in instructional texts with knowledge in scientific field.
McGoldrick, Barbara Louise.

Evolution of atomic theory: Contrasting representation in instructional texts with knowledge in scientific field. - 248 p.

Chairperson: George J. Pallrand.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 1992.

The current concern with the lagging quality of science education warrants a critical examination of textbook development. The study addresses the following questions: How is knowledge represented in textbooks? When were new ideas published in the scientific literature and how do they compare in manner and time of their appearance in textbooks? How does the status of a new idea affect its textbook appearance?Subjects--Topical Terms:

599244
Education, History of.

Evolution of atomic theory: Contrasting representation in instructional texts with knowledge in scientific field.
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100 1 $a McGoldrick, Barbara Louise. $3 1043419
245 1 0 $a Evolution of atomic theory: Contrasting representation in instructional texts with knowledge in scientific field.
300 $a 248 p.
500 $a Chairperson: George J. Pallrand.
500 $a Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1822.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 1992.
520 $a The current concern with the lagging quality of science education warrants a critical examination of textbook development. The study addresses the following questions: How is knowledge represented in textbooks? When were new ideas published in the scientific literature and how do they compare in manner and time of their appearance in textbooks? How does the status of a new idea affect its textbook appearance?
520 $a Historical and survey research methods are used to provide qualitative descriptions. The inquiry traces the development of atomic theory from 1900 to 1980 and compares its presentation in the scientific literature with that found in general college chemistry textbooks published in America.
520 $a Research findings reveal a number of patterns in textbook authorship. Revisional trends of insertion and end revision marked a lack of integration upon the addition of new knowledge from one edition of a text to another. Textbook authors characteristically oversimplified and decontextualized new ideas from their theoretical underpinnings, thereby misrepresenting the work of the scientist as well as the knowledge in the field.
520 $a A disciplinary perspective of chemistry textbook authorship accounts for the demonstrated trends. During the first half of the twentieth century chemical knowledge was organized taxonomically. General chemistry textbooks were descriptive inorganic chemistry books. Textbook authors inserted new atomic conceptions coming from physicists into the existing system of chemical knowledge. The delayed textbook appearance of new ideas was justified by the time authors needed to reconceptualize the work of physicists in order to provide general chemical meaning.
520 $a Joel Hildebrand (1918) made a preliminary attempt to emphasize chemical principles. However, Linus Pauling (1951) functioned as a disciplinary statesman for a fundamental reorganization of chemical knowledge. He effectively appropriated the deductive model from physics for the textbook's presentation of atomic theory. Later, Michell Sienko and Robert Plane applied this model to their popular textbooks (1957-1971).
520 $a The demonstrated lag makes continued textbook use questionable, especially in light of the current increased acceleration in the growth of scientific knowledge. Teachers, administrators, educational researchers, and practicing scientists need to collaborate to construct alternative modes of instruction that can keep pace with such growth.
590 $a School code: 0190.
650 4 $a Education, History of. $3 599244
650 4 $a Education, Sciences. $3 1017897
650 4 $a History of Science. $3 896972
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710 2 $a Rutgers The State University of New Jersey - New Brunswick. $3 1017590
773 0 $t Dissertation Abstracts International $g 53-06A.
790 $a 0190
790 1 0 $a Pallrand, George J., $e advisor
791 $a Ed.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9231385