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In 1997, developmental biologist Michael Richardson compared his research team's embryo photographs to Ernst Haeckel's 1874 embryo drawings and called Haeckel's work noncredible.Science soon published <“>Haeckel's Embryos: Fraud Rediscovered,<”> and Richardson's comments further reinvigorated criticism of Haeckel by others with articles in The American Biology Teacher, <“>Haeckel's Embryos and Evolution:

In 1997, developmental biologist Michael Richardson compared his research team's embryo photographs to Ernst Haeckel's 1874 embryo drawings and called Haeckel's work noncredible.Science soon published <“>Haeckel's Embryos: Fraud Rediscovered,<”> and Richardson's comments further reinvigorated criticism of Haeckel by others with articles in The American Biology Teacher, <“>Haeckel's Embryos and Evolution: Setting the Record Straight <”> and the New York Times, <“>Biology Text Illustrations more Fiction than Fact.<”> Meanwhile, others emphatically stated that the goal of comparative embryology was not to resurrect Haeckel's work. At the center of the controversy was Haeckel's no-longer-accepted idea of recapitulation. Haeckel believed that the development of an embryo revealed the adult stages of the organism's ancestors. Haeckel represented this idea with drawings of vertebrate embryos at similar developmental stages. This is Haeckel's embryo grid, the most common of all illustrations in biology textbooks. Yet, Haeckel's embryo grids are much more complex than any textbook explanation. I examined 240 high school biology textbooks, from 1907 to 2010, for embryo grids. I coded and categorized the grids according to accompanying discussion of (a) embryonic similarities (b) recapitulation, (c) common ancestors, and (d) evolution. The textbooks show changing narratives. Embryo grids gained prominence in the 1940s, and the trend continued until criticisms of Haeckel reemerged in the late 1990s, resulting in (a) grids with fewer organisms and developmental stages or (b) no grid at all. Discussion about embryos and evolution dropped significantly.
ContributorsWellner, Karen L (Author) / Maienschein, Jane (Thesis advisor) / Ellison, Karin D. (Committee member) / Creath, Richard (Committee member) / Robert, Jason S. (Committee member) / Laubichler, Manfred D. (Committee member) / Arizona State University (Publisher)
Created2014
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Biology textbooks are everybody's business. In accepting the view that texts are created with specific social goals in mind, I examined 127 twentieth-century high school biology textbooks for representations of animal development. Paragraphs and visual representations were coded and placed in one of four scientific literacy categories: descriptive, investigative, nature

Biology textbooks are everybody's business. In accepting the view that texts are created with specific social goals in mind, I examined 127 twentieth-century high school biology textbooks for representations of animal development. Paragraphs and visual representations were coded and placed in one of four scientific literacy categories: descriptive, investigative, nature of science, and human embryos, technology, and society (HETS). I then interpreted how embryos and fetuses have been socially constructed for students. I also examined the use of Haeckel's embryo drawings to support recapitulation and evolutionary theory. Textbooks revealed that publication of Haeckel's drawings was influenced by evolutionists and anti-evolutionists in the 1930s, 1960s, and the 1990s. Haeckel's embryos continue to persist in textbooks because they "safely" illustrate similarities between embryos and are rarely discussed in enough detail to understand comparative embryology's role in the support of evolution. Certain events coincided with changes in how embryos were presented: (a) the growth of the American Medical Association (AMA) and an increase in birth rates (1950s); (b) the Biological Sciences Curriculum Study (BSCS) and public acceptance of birth control methods (1960s); (c) Roe vs. Wade (1973); (d) in vitro fertilization and Lennart Nilsson's photographs (1970s); (e) prenatal technology and fetocentrism (1980s); and (f) genetic engineering and Science-Technology-Society (STS) curriculum (1980s and 1990s). By the end of the twentieth century, changing conceptions, research practices, and technologies all combined to transform the nature of biological development. Human embryos went from a highly descriptive, static, and private object to that of sometimes contentious public figure. I contend that an ignored source for helping move embryos into the public realm is schoolbooks. Throughout the 1900s, authors and publishers accomplished this by placing biology textbook embryos and fetuses in several different contexts--biological, technological, experimental, moral, social, and legal.
ContributorsWellner, Karen L (Author) / Maienschein, Jane (Thesis advisor) / Ellison, Karin D. (Committee member) / Robert, Jason S. (Committee member) / Arizona State University (Publisher)
Created2010
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Aristotle studied developing organisms, among other things, in ancient Greece, and his writings shaped Western philosophy and natural science for greater than two thousand years. He spent much of his life in Greece and studied with Plato at Plato's Academy in Athens, where he later established his own school called

Aristotle studied developing organisms, among other things, in ancient Greece, and his writings shaped Western philosophy and natural science for greater than two thousand years. He spent much of his life in Greece and studied with Plato at Plato's Academy in Athens, where he later established his own school called the Lyceum. Aristotle wrote greater than 150 treatises on subjects ranging from aesthetics, politics, ethics, and natural philosophy, which include physics and biology. Less than fifty of Aristotle's treatises persisted into the twenty-first century. In natural philosophy, later called natural science, Aristotle established methods for investigation and reasoning and provided a theory on how embryos generate and develop. He originated the theory that an organism develops gradually from undifferentiated material, later called epigenesis.

Created2016-07-07
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Dinosaur egg parataxonomy is a classification system that organizes dinosaur eggs by descriptive features such as shape, size, and shell thickness. Though egg parataxonomy originated in the nineteenth century, Zi-Kui Zhao from Beijing, China, developed a modern parataxonomic system in the late twentieth century. Zhao's system, published in 1975, enabled

Dinosaur egg parataxonomy is a classification system that organizes dinosaur eggs by descriptive features such as shape, size, and shell thickness. Though egg parataxonomy originated in the nineteenth century, Zi-Kui Zhao from Beijing, China, developed a modern parataxonomic system in the late twentieth century. Zhao's system, published in 1975, enabled scientists to organize egg specimens according to observable features, and to communicate their findings. The eggshell protects the developing embryo, enables gas exchange between the embryo and the environment external to the egg, and the internal components of the egg provide nutrients for the embryo. Those external and internal features that support a developing embryo leave their mark on eggshells. Dinosaur egg parataxonomy classifies those characteristics and provides insight into dinosaur egg-laying behaviors, reproductive physiology, and embryonic development.

Created2015-03-23
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In 1978, James Kitching discovered two dinosaur embryos in a road-cut talus at Roodraai (Red Bend) in Golden Gate Highlands National Park, South Africa. Kitching assigned the fossilized embryos to the species of long necked herbivores Massospondylus carinatus (longer vertebra) from the Early Jurassic period, between 200 and 183

In 1978, James Kitching discovered two dinosaur embryos in a road-cut talus at Roodraai (Red Bend) in Golden Gate Highlands National Park, South Africa. Kitching assigned the fossilized embryos to the species of long necked herbivores Massospondylus carinatus (longer vertebra) from the Early Jurassic period, between 200 and 183 million years ago. The embryos were partially visible but surrounded by eggshell and rock, called matrix. Kitching said that the eggs were too delicate to remove from the matrix without damage. Twenty-seven years later in 2005, Diane Scott, a member of a team led by Robert Reisz from the University of Toronto in Toronto, Canada, uncovered the two almost complete, well-articulated embryos. Scientists have inferred information from the embryos about Massospondylus dinosaurs' growth, development, and behaviors including parental care, gait, and locomotion.

Created2015-03-31