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A content analysis of the treatment ...

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A content analysis of the treatment of science-technology-society topics in selected high school world history textbooks (1960--1997).

Record Type:	Electronic resources : Monograph/item
Title/Author:	A content analysis of the treatment of science-technology-society topics in selected high school world history textbooks (1960--1997)./
Author:	Shim, Mee-Hye.
Description:	303 p.
Notes:	Chair: Gerald W. Marker.
Contained By:	Dissertation Abstracts International65-08A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3141621
ISBN:	9780496887019

A content analysis of the treatment of science-technology-society topics in selected high school world history textbooks (1960--1997).
Shim, Mee-Hye.

A content analysis of the treatment of science-technology-society topics in selected high school world history textbooks (1960--1997). - 303 p.

Chair: Gerald W. Marker.

Thesis (Ph.D.)--Indiana University, 2004.

Although it has been generally recognized that the study of the history of science and STS topics is important and necessary in light of societal and educational demands, there is little research on the teaching and learning of the subject area in social studies classrooms. This study did a systematic content analysis of the treatment of five STS topics in twenty world history textbooks published from 1960 until 1997. The five STS topics range from the so-called "Scientific Revolution" to the present science-society interface---the Scientific Revolution, Industrial Revolution, the nineteenth-century sciences, the twentieth-century sciences, and scientific development in East Asia. This study compared: changes of content in the textbook published by individual companies over time; content on the same topic in several textbooks of the same period; and text content to a standard of adequacy defined by expert sources, that is, historical scholarship in each specific time period. Although all of the textbooks recognize and emphasize the historical importance of scientific and technological advances made in world history, regardless of publishers and across the decades, the coverage of the STS content is meager in quantity (about 4.0 percent), showing little change during the four decades under investigation. The substance of the coverage of the STS topics to a minimal extent reflected the current historical scholarship. Inaccuracy in content was a persistent problem across the decades. Newer texts do not necessarily carry newer or up-to-date content that reflects achievements in historical scholarship. Educational changes in theory during the past four decades did not greatly influence the textbooks' treatment of the STS content, and of world history broadly. Rather, societal changes and demands affected the writing of the world history textbooks more than educational changes and historical scholarship did. Educational changes and concerns and historiography in general history and in the history of science were also extensively reviewed in this study to provide categories for the data analysis. Implications for textbook authors, history teachers, social studies educators, and historians of science are provided.

ISBN: 9780496887019Subjects--Topical Terms:

1019148
Education, Social Sciences.

A content analysis of the treatment of science-technology-society topics in selected high school world history textbooks (1960--1997).
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100 1 $a Shim, Mee-Hye. $3 1043472
245 1 2 $a A content analysis of the treatment of science-technology-society topics in selected high school world history textbooks (1960--1997).
300 $a 303 p.
500 $a Chair: Gerald W. Marker.
500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2945.
502 $a Thesis (Ph.D.)--Indiana University, 2004.
520 $a Although it has been generally recognized that the study of the history of science and STS topics is important and necessary in light of societal and educational demands, there is little research on the teaching and learning of the subject area in social studies classrooms. This study did a systematic content analysis of the treatment of five STS topics in twenty world history textbooks published from 1960 until 1997. The five STS topics range from the so-called "Scientific Revolution" to the present science-society interface---the Scientific Revolution, Industrial Revolution, the nineteenth-century sciences, the twentieth-century sciences, and scientific development in East Asia. This study compared: changes of content in the textbook published by individual companies over time; content on the same topic in several textbooks of the same period; and text content to a standard of adequacy defined by expert sources, that is, historical scholarship in each specific time period. Although all of the textbooks recognize and emphasize the historical importance of scientific and technological advances made in world history, regardless of publishers and across the decades, the coverage of the STS content is meager in quantity (about 4.0 percent), showing little change during the four decades under investigation. The substance of the coverage of the STS topics to a minimal extent reflected the current historical scholarship. Inaccuracy in content was a persistent problem across the decades. Newer texts do not necessarily carry newer or up-to-date content that reflects achievements in historical scholarship. Educational changes in theory during the past four decades did not greatly influence the textbooks' treatment of the STS content, and of world history broadly. Rather, societal changes and demands affected the writing of the world history textbooks more than educational changes and historical scholarship did. Educational changes and concerns and historiography in general history and in the history of science were also extensively reviewed in this study to provide categories for the data analysis. Implications for textbook authors, history teachers, social studies educators, and historians of science are provided.
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