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A content analysis of environmental ...

Wilson, Ann Holt.

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A content analysis of environmental education as presented in selected high school biology textbooks: 1910--1994.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A content analysis of environmental education as presented in selected high school biology textbooks: 1910--1994./
Author:	Wilson, Ann Holt.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0121.
Contained By:	Dissertation Abstracts International62-01A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3001422
ISBN:	0493100520

A content analysis of environmental education as presented in selected high school biology textbooks: 1910--1994.
Wilson, Ann Holt.

A content analysis of environmental education as presented in selected high school biology textbooks: 1910--1994. - 129 p.

Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0121.

Thesis (Ph.D.)--University of Maryland, College Park, 2000.

An historical examination of the environmental education (EE) content of high school biology textbooks was conducted in order to gain insight into the knowledge, curriculum, pedagogical practices, and values of past eras. The significance of these issues is underscored when the textbook is viewed as a statement of officially accepted knowledge. By examining the official knowledge position on a vital issue such as environmental education, we will gain better understanding of the progenitors of EE and the social forces that shape science curriculum, and will help guide future EE curriculum development.

ISBN: 0493100520Subjects--Topical Terms:

1017897
Education, Sciences.

A content analysis of environmental education as presented in selected high school biology textbooks: 1910--1994.
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035 $a AAI3001422
040 $a UnM $c UnM
100 1 $a Wilson, Ann Holt. $3 1951607
245 1 2 $a A content analysis of environmental education as presented in selected high school biology textbooks: 1910--1994.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0121.
500 $a Adviser: Steven Selden.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2000.
520 $a An historical examination of the environmental education (EE) content of high school biology textbooks was conducted in order to gain insight into the knowledge, curriculum, pedagogical practices, and values of past eras. The significance of these issues is underscored when the textbook is viewed as a statement of officially accepted knowledge. By examining the official knowledge position on a vital issue such as environmental education, we will gain better understanding of the progenitors of EE and the social forces that shape science curriculum, and will help guide future EE curriculum development.
520 $a Content analysis was used to review 112 high school biology textbooks published between the years 1910--1994. They were analyzed in terms of their environmental education content as established by the 1977 UNESCO conference in Tbilisi, Russia.
520 $a Some modifications were made to the original Tbilisi guidelines in order to adapt them to textbook analysis. The major environmental categories that were investigated include: percentage of environmental content, ecology principles, social-environmental issues, author attitude, supplementary activities, student action recommendations, and rhetorical devices.
520 $a The results indicate that the percentage of text dedicated to the environment has varied over the years, but in the 1990s it had leveled off to approximately 10%. The ecological principles most often discussed include conservation of forests, soil, wildlife, and birds, and the control of insects. Text attitude towards the environment prior to the 1960s was human-centered, but during the 1960s shifted to a more eco-centered position. However, this attitude has varied somewhat in the decades following. The supplementary activities offered have also varied over time. The most popular types of activities have included investigation of ecological principles, natural history, social-environmental issues, and participation in outdoor activities. Student action recommendations have included conservation of birds, forest, wildlife, energy, and control of insects. Rhetorical devices used to increase student interest include descriptions of natural beauty, economic concerns, fear, adventure, and health concerns. The texts of the 1990s provide information on the environment, but the message may be too impersonal to motivate students to action. Students and teachers are encouraged to critically examine their texts and to utilize a variety of supplementary materials.
520 $a The results of this study reveal that to varying degrees and in different manners the environment has been a concern throughout the twentieth century. The changes in the textbook are often a reflection of the nation's changing consciousness.
590 $a School code: 0117.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, History of. $3 599244
690 $a 0714
690 $a 0533
690 $a 0520
710 2 0 $a University of Maryland, College Park. $3 657686
773 0 $t Dissertation Abstracts International $g 62-01A.
790 1 0 $a Selden, Steven, $e advisor
790 $a 0117
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3001422