inclusion of socially relevant contents in junior secondary science textbooks in Hong Kong: the past, the present and the future = 香港初中科學科敎科書的社會相關內容 : 過去, 現在和展望.
by Cheung Kai Yin. === Year shown on spine: 1997. === Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. === Includes bibliographical references (leaves 144-149). === by Cheung Kai Yin. === Chapter Chapter One : --- Introduction --- p.1 === Chapter 1.1 --- Background to the study --- p.1 ===...
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| Format: | Others |
| Language: | English |
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1996
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| Online Access: | http://library.cuhk.edu.hk/record=b5895733 http://repository.lib.cuhk.edu.hk/en/item/cuhk-322677 |
| Summary: | by Cheung Kai Yin. === Year shown on spine: 1997. === Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. === Includes bibliographical references (leaves 144-149). === by Cheung Kai Yin. === Chapter Chapter One : --- Introduction --- p.1 === Chapter 1.1 --- Background to the study --- p.1 === Chapter 1.2 --- The purpose of the study --- p.4 === Chapter Chapter Two : --- Literature Review --- p.6 === Chapter 2.1 --- History of science education reform in western countries --- p.6 === Chapter 2.1.1 --- In the early part of the twentieth century --- p.6 === Chapter 2.1.2 --- Golden age of science education in the 1950's and 196´0ةs --- p.7 === Chapter 2.1.3 --- Scientific literacy and STS movement --- p.8 === Chapter 2.2 --- Junior secondary science education in Hong Kong --- p.10 === Chapter 2.2.1 --- The period of General science --- p.10 === Chapter 2.2.2 --- The introduction and implementation of the first version of Integrated Science (I. S.) --- p.11 === Chapter 2.2.3 --- The period of the second version of I.S. course --- p.13 === Chapter 2.3 --- Importance of social relevance --- p.16 === Chapter 2.4 --- STS teaching --- p.18 === Chapter 2.4.1 --- Goals of STS teaching --- p.19 === Chapter 2.4.2 --- Characteristics of STS teaching --- p.21 === Chapter 2.4.3 --- Recent development of STS movement --- p.24 === Chapter 2.5 --- Social relevance and STS teaching --- p.27 === Chapter 2.6 --- Textbook analysis --- p.28 === Chapter 2.6.1 --- Use of textbooks --- p.28 === Chapter 2.6.2 --- Role of textbooks --- p.29 === Chapter 2.6.3 --- Ways of writing textbooks --- p.31 === Chapter 2.6.4 --- Limitations of textbooks --- p.32 === Chapter 2.6.5 --- Textbook reviews for social relevance --- p.34 === Chapter 2.6.6 --- Analytical frameworks for social relevance --- p.36 === Chapter Chapter Three : --- Research Design --- p.39 === Chapter 3.1 --- Research questions --- p.39 === Chapter 3.2 --- Textbook analysis --- p.40 === Chapter 3.2.1 --- Content analysis --- p.40 === Chapter 3.2.2 --- Sampling --- p.41 === Chapter 3.2.3 --- Check lists for content analysis --- p.45 === Chapter 3.2.4 --- Analytical procedures to identify socially relevant contents --- p.48 === Chapter 3.2.5 --- Data collection --- p.50 === Chapter 3.2.6 --- Data analysis --- p.53 === Chapter 3.3 --- Interview --- p.55 === Chapter 3.3.1 --- Core questions --- p.55 === Chapter 3.3.2 --- Data collection and treatment --- p.58 === Chapter 3.4 --- Validity and reliability --- p.58 === Chapter 3.4.1 --- Validity --- p.53 === Chapter 3.4.2 --- Reliability --- p.59 === Chapter Chapter Four : --- Data and Analysis --- p.62 === Chapter 4.1 --- Introduction --- p.62 === Chapter 4.2 --- Textbook analysis --- p.62 === Chapter 4.2.1 --- Social relevance of textbooks' contents in the period of General Science --- p.63 === Chapter 4.2.2 --- Social relevance of textbooks' contents in the period of the first version of I .S. course --- p.69 === Chapter 4.2.3 --- Social relevance of textbooks' contents in the period of the second version of I.S. course --- p.82 === Chapter 4.2.4 --- Comparison of socially relevant contents among textbooks within each stage of development --- p.95 === Chapter 4.2.5 --- Comparison of socially relevant contents among textbooks across different stages of development --- p.101 === Chapter 4.3 --- Interview --- p.110 === Chapter 4.3.1 --- Contents of interview and teachers' attitudes towards socially relevant contents --- p.111 === Chapter 4.3.2 --- Opinions about the role of socially relevant contents --- p.119 === Chapter 4.3.3 --- Opinions about the adequacy of the socially relevant contents in present textbooks --- p.120 === Chapter 4.3.4 --- Opinions about difficulties in increasing the socially relevant contents in future --- p.121 === Chapter Chapter Five : --- Conclusions and Implication --- p.123 === Chapter 5.1 --- Responses to research questions --- p.123 === Chapter 5.1.1 --- Socially relevant contents in textbooks --- p.123 === Chapter 5.1.2 --- Difference in the inclusion of socially relevant contents among textbooks within each stage of development --- p.128 === Chapter 5.1.3 --- Difference in the inclusion of socially relevant contents among textbooks across three stages of development --- p.130 === Chapter 5.1.4 --- Future development of textbooks --- p.132 === Chapter 5.2 --- Limitations of the study and further inquiry --- p.137 === Chapter 5.3 --- Implications --- p.141 === Bibliography --- p.144 === Appendix --- p.150 === Appendix A : Characteristics of a scientifically literate person --- p.151 === Appendix B : Junior secondary science textbooks survey --- p.153 === Appendix C : Science issues survey --- p.157 === Appendix D : Socially relevant topics and desired learning outcomes --- p.162 === Appendix E : Typical pages of textbooks --- p.166 |
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