| The overall purpose of this study was to examine and identify trends in the teaching of biology as reflected by the textbooks used in Chicago Public Secondary Schools; specifically, those used from the progressive era (1890) to the present (1980s). In addition, an analysis was made to determine the extent to which social and educational trends have influenced these textbooks. The time period chosen, correspond to the developmental stage listed by Schwab. Stage I--1890-1929: This stage was based on two factors: what was known about biology at the time and the supposed goals of the high school student. Stage II--1929-1957: This stage expanded and modified Schwab's earlier works. This modification included concerns for the diverse abilities, interests, background and intents of the high school student. Stage III--1957-present: Schwab focused on the Biological Science Curriculum Study and included the relationship between the factors which he had previously outlined. The writer's research confirmed Schwab's three developmental stages in the history of biology textbooks.;The Chicago Public Secondary Schools have kept abreast with national concerns and curriculum reforms. Biology education today bears the imprint of the past. Objectives, organization and practices show the influence of past viewpoints, policies and theories. As our knowledge of biology and pedagogy has grown, educational practices Kennedy King College, where she is currently employed as an assistant professor of biology. |
