TY - JOUR
T1 - Competing Views of Embryos for the Twenty-First Century
T2 - Textbooks and Society
AU - Maienschein, Jane
AU - Wellner, Karen
N1 - Funding Information:
Acknowledgments We thank Cera Lawrence, Kostas Kampourakis, and an unnamed reviewer who read carefully and offered unusually helpful suggestions. The research was supported, in part, by the National Science Foundation.
PY - 2013/2
Y1 - 2013/2
N2 - It might seem that an embryo is an embryo, and that there would be a fact of the matter. That seems especially true with respect to the way embryos are presented in textbooks, including high school biology textbooks. This paper looks at three co-existing, competing, and often conflicting views of embryos. Then with a close study of twentieth century high school biology textbooks, it explores suggestions about the ways those books have influenced public impressions of embryos.
AB - It might seem that an embryo is an embryo, and that there would be a fact of the matter. That seems especially true with respect to the way embryos are presented in textbooks, including high school biology textbooks. This paper looks at three co-existing, competing, and often conflicting views of embryos. Then with a close study of twentieth century high school biology textbooks, it explores suggestions about the ways those books have influenced public impressions of embryos.
UR - http://www.scopus.com/inward/record.url?scp=84874114677&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84874114677&partnerID=8YFLogxK
U2 - 10.1007/s11191-011-9369-9
DO - 10.1007/s11191-011-9369-9
M3 - Article
AN - SCOPUS:84874114677
SN - 0926-7220
VL - 22
SP - 241
EP - 253
JO - Science and Education
JF - Science and Education
IS - 2
ER -