Representations of Scientists in Canadian High School and College Textbooks

Autor/inn/en	van Eijck, Michiel; Roth, Wolff-Michael
Titel	Representations of Scientists in Canadian High School and College Textbooks
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 9, S.1059-1082 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20259
Schlagwörter	Textbooks; Scientists; College Science; Secondary School Science; Foreign Countries; Student Attitudes; Stereotypes; Science Curriculum; Biology; Content Analysis; Canada + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Scientist; Wissenschaftler; Ausland; Schülerverhalten; Klischee; Biologie; Inhaltsanalyse; Kanada
Abstract	This study investigated the representations of a select group of scientists (n = 10) in a sample of Canadian high school and college textbooks. Drawing on semiotic and cultural-historical activity theoretical frameworks, we conducted two analyses. A coarse-grained, quantitative analysis of the prevalence and structure of these representations exhibited bias toward particular scientists' representations and particular types of texts and inscriptions therein, suggesting a domain-specific rhetorical structure. A fine-grained, qualitative analysis of scientists' representations revealed that high school and college textbooks represent: (a) objects of scientific practice as projected or anticipated independently from human activity; (b) scientists' individual actions aiming at the creation of non-tangible tools and rules by means of observation, modification, or manipulation of given, tangible objects; (c) scientific practice as isolated due to which the simultaneous belonging to different practices hardly determines the goals of scientists' actions; and (d) scientists as part of a small community of mainly other scientists who subsequently determine each other's individual actions. The implications of these outcomes were discussed. (Contains 4 tables, 5 figures and 1 note.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10