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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. / 香港初中科學科敎科書的社會相關內容 / The inclusion of socially relevant contents in junior secondary science textbooks in Hong Kong: the past, the present and the future = Xianggang chu zhong ke xue ke jiao ke shu de she hui xiang guan nei rong : guo qu, xian zai he zhan wang. / Xianggang chu zhong ke xue ke jiao ke shu de she hui xiang guan nei rong

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

Identiferoai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_322677
Date January 1996
ContributorsCheung, Kai Yin., Chinese University of Hong Kong Graduate School. Division of Education.
Source SetsThe Chinese University of Hong Kong
LanguageEnglish
Detected LanguageEnglish
TypeText, bibliography
Formatprint, vii, 72 leaves : ill. ; 30 cm.
CoverageChina, Hong Kong, China, Hong Kong
RightsUse of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

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