ERIC Number: ED223407
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Value Presuppositions in Science Textbooks. A Critical Bibliography.
Factor, Lance; Kooser, Robert
Chemistry textbooks on the market during 1979-80 designated for non-majors were read and analyzed to determine references of value judgments made on social, political, or economic issues. Textbooks included those used in general education courses, first-year chemistry courses, and in terminal introductory courses such as those in allied health science programs. Rationale for and examples of texts grouped as (1) science and society textbooks and (2) skills and drills textbooks are provided. Truth and progress, issues, naturalistic, and theory/puzzle approaches used in science and society textbooks are discussed. The bibliography provided in this section includes comments for each entry on how the scientific method, science history, and technology are presented, as well as the specific value orientation. Topics discussed in the next section on skills and drills textbooks include the nature of such books, standardization and value dilemmas of standardization, technology (virtually a complete lack of applied chemistry), and the presentation of the image of science. Following a bibliography related to this section, one textbook for chemistry majors is evaluated. Various issues related to textbooks for allied health programs are discussed, followed by an annotated bibliography focusing on content and treatment of value judgments. Eight physics textbooks are also reviewed and evaluated. (Author/JN)
Publication Type: Reports - Evaluative; Reference Materials - Bibliographies
Education Level: N/A
Sponsor: National Endowment for the Humanities (NFAH), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Knox Coll., Galesburg, IL.
Identifiers: National Science Foundation; Science Education Research