This article describes how biology textbooks can work to discursively constitute a particular kind of "ethical subjectivity." Not only do textbooks constrain the possibilities for thought and action regarding ethical issues, they also require a certain kind of "subject" to partake in ethical exercises and questions. This study…

Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were "BSCS Biology--A Human…

Analyzes high school biology textbooks with the aim of providing descriptive information and determining the emphasis on scientific literacy themes of body of knowledge, nature of science, inquiry, and Science-Technology-Society (STS) issues. Concludes that the textbooks focus mainly on the knowledge of science and divorce science content from the…

Composite profiles of textbook-centered teachers (n=3) and multiple-centered teachers (n=3) and their classroom environments were constructed using data collected during classroom observations. The nature of teachers' textbook use and the relationship between factors indicative of the biology education "desired state" or "actual…

This document is the proceedings of the 10th annual meeting of the International Organization for Science and Technology Education (IOSTE). Papers include: (1) "Liberal Education, Information Assessment and Argumentation in Science-LIA" (Andreas Quale, Anders Isnes, Terje Kristensen, and Ketil Mathiassen); (2) "Placing the History…