A historical study on the physiology education of American high school in the 19th century

Abstract

Changes of aims, objectives, contents of learning, and teaching approach of American high school physiology in the 19th century were examined historically in this study. Textbooks and publications of those days, and literature concerning historical research of American science education were used for the analysis. As a result, 19th century was divided into three sections, early 19th century, mid of the century, and end of the century, based on the above examination. The following points of view which characterize each section were identified; change of instructional materials from entire animal kingdom only to the human, experimental approach in teaching, description of relationship between physiology and human life, learning contents about the harm of tobacco and alcohol, religious and moral aspects and so on. These changes were interpreted by such factors as unsanitary living conditions, popularization of temperance thought, and commitment of educational administration to learning contents. Finally, it was discussed that physiological contents treated in “zoölogy” and “botany” and process of the formation of American high school “biology” have to be clarified.