Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?
- High-School Biology Today and Tomorrow
- Copyright
- PREFACE
- Contents
- PART I OPENING ADDRESS AND RESPONSES
- 1 Opening Address
- 2 Changing Conceptions of the Learner: Implications for Biology Teaching
- 3 Literacy, Numeracy, and Global Ecology
- 4 All Is for the Best in the Best of Possible Worlds."
- THE CONTENT
- SPECIFICS
- Point 1
- Point 2
- Point 3
- Point 4
- References
- 5 The Scientific Revolution in Medicine: Implications for Teachers of High-School Biology
- ONE APPROACH TO TEACHING BIOLOGY
- HUMAN DISEASES AS EXAMPLES IN BIOLOGY
- DNA as Carrier of Genetic Information
- Use of Enzymes for Study of DNA
- Genetic Linkage
- Genetic Analysis of Colon Cancer
- THE HUMAN GENOME MAPPING PROJECT
- CONCLUSION
- References
- 6 High-School Biology Training: A Prospective Employer's View
- INTRODUCTION: THE PROBLEM
- SHOULD BIOLOGY BE TAUGHT IN HIGH SCHOOL?
- WHO SHALL BE TAUGHT?—AND WHY?
- WHAT SHOULD BE TAUGHT?
- CONCLUSION
- PART II OBJECTIVES OF BIOLOGY EDUCATION AND MEASUREMENT OF ACHIEVEMENT
- 7 Issues in Objectives and Evaluation
- GOALS, OBJECTIVES, AND OUTCOMES
- EVALUATION STUDIES
- BIOLOGY TEACHERS
- EVALUATION IN HIGH-SCHOOL BIOLOGY
- CONCLUDING REMARKS
- References
- 8 Assessing Student Understanding of Biological Concepts
- CONCEALING STUDENTS' IGNORANCE
- Don't Give Them Time to Forget
- Report Scores in Numerical Form
- Focus on Efficiency and Reliability at the Expense of Validity
- DEVELOPING BETTER ASSESSMENTS OF BIOLOGICAL KNOWLEDGE AND LEARNING
- Describing Students' Knowledge and Learning
- Structure
- Functions
- Development
- Developing Tests and Analysis Procedures
- Uses of the Assessment Procedures
- CONCLUSION
- References
- 9 The Advanced-Placement Biology Examination: Its Rationale, Development, Structure, and Results
- DEVELOPMENT OF THE AP BIOLOGY COURSE AND EXAMINATION
- COURSE DESCRIPTION
- STRUCTURE OF THE EXAMINATION
- RESULTS
- SUMMARY
- References
- 10 The Development of Interest in Science
- MEASUREMENT OF INTEREST IN SCIENCE
- SOME FACTORS ASSOCIATED WITH ATTITUDE TOWARD SCIENCE
- A MULTIVARIATE MODEL
- CONCLUSIONS AND RECOMMENDATIONS
- References
- 11 What High-School Juniors Know about Biology: Perspectives from NAEP, the Nation's Report Card
- LEVELS OF PROFICIENCY
- RESULTS BY SEX AND RACE-ETHNICITY ON THE LIFE-SCIENCES SUBSCALE
- SELECTED ITEM-BY-ITEM RESULTS
- Ecological Relationships
- Cell Structures and Functions
- Energy Transformation
- Genetics
- SUMMARY
- References
- 12 The NABT-NSTA High-School Biology Examination: Its Design and Rationale
- EVOLUTION OF THE BIOLOGY TEST
- A Standardized Test For First-Year High School Biology Rationale and Statement of Purpose
- VALIDATION BY THE MEMBERSHIP
- TEST CONSTRUCTION
- THE RESULTS ARE IN
- CONTINUED CHANGE THROUGH TIME
- A PEEK INTO STUDENTS' MINDS
- OTHER VARIABLES IN THE TESTING PROCESS
- FUTURE TESTING
- Reference
- PART III CURRICULUM: PERSPECTIVES AND CONTENT
- 13 The Evolution of Biology and Adaptation of the Curriculum
- 14 Human Ecology: Restoring Life to the Biology Curriculum
- REFORM IN SCIENCE EDUCATION
- HUMAN ECOLOGY
- INSTRUCTION
- THE LOYAL OPPOSITION
- AN INTERNATIONAL PERSPECTIVE
- EVOLUTION OR REVOLUTION
- References
- 15 Developing a Synthesis Between Seventh-Grade Life Science and Tenth-Grade Biology
- 16 Biology Education: Asking the Right Questions
- HOW MUCH BIOLOGY SHOULD BE TAUGHT?
- WHAT CAN WE LEARN FROM THE PAST?
- WHAT KIND OF BIOLOGY SHOULD BE TAUGHT?
- WHAT IS THE SOCIAL IMPORTANCE OF BIOLOGY EDUCATION?
- References
- PART IV INSTRUCTIONAL PROCEDURES AND MATERIALS
- 17 To Weed or to Cultivate—Which?
- 18 Biology Learning Based on Illustrations
- IMPORTANCE OF ILLUSTRATIONS TO TEXTBOOKS
- INCREASED COMPLEXITY OF ILLUSTRATIONS
- SUBTLETIES OF ILLUSTRATION DESIGN
- CURRENT DIRECTION OF ILLUSTRATIONS
- IMPORTANCE OF VISUAL LITERACY
- MAXIMIZING ILLUSTRATION EFFECTIVENESS
- SUGGESTIONS FOR THE FUTURE
- References
- 19 Teaching High-School Biology: Materials and Strategies
- WHOM ARE WE TEACHING BIOLOGY?
- CHARACTERISTICS OF STUDENTS
- WHAT SHOULD WE TEACH?
- TEXTBOOKS
- TECHNOLOGY
- HyperCard
- Microcomputer-Based Laboratory (MBL)
- Models and Simulations
- TEACHING
- Human Ecology and the Biology Laboratory
- Study of Significant Problems
- Study of Ecosystems
- Holistic Methods of Study
- Integrative Study
- Development and Learning
- Perspectives of Space, Time, and Causal Relations
- An Instructional Model
- Engagement
- Exploration
- Explanation
- Elaboration
- Evaluation
- References
- 20 A New Kind of Museum of Natural History as an Instrument of Informal High-School Education in Bi ...
- 21 Messing about in Science: Participation, Not Memorization
- INTRODUCTION
- RESEARCH ON STUDENT LEARNING
- A NEW TYPE OF SCIENCE CURRICULUM
- WHAT MIGHT THIS CURRICULUM DESIGN SUGGEST?
- Can Data Collection and Analysis Provide an Effective Backbone around Which to Study Science?
- Can Inquiry-Based Instruction Help a Larger Proportion of Students to Feel Confident about Their Abi ...
- Can Technology Enhance Inquiry in the Science Classroom?
- Can the Work of a Science Classroom Generate Community Interest?
- Can the Work of a Science Classroom be of Interest to the Scientific Community?
- CONCLUSION
- References
- PART V TEACHER PREPARATION
- 22 Biology Teacher Education: Panacea or Pitfall
- 23 Professional Teachers for High-School Biology
- A MATTER OF PERSPECTIVE
- CERTIFICATION
- TEACHER KNOWLEDGE: CONTENT
- TEACHER KNOWLEDGE: PEDAGOGY
- Pedagogical Knowledge of Teaching
- Pedagogical Knowledge of Content
- The Role of Theory
- Continued Professional Development
- THE TEACHING PROFESSION
- ACKNOWLEDGMENTS
- References
- 24 Biology Teacher Training: Preparing Students for Tomorrow
- 25 Standards for the Preparation and Certification of Biology Teachers
- INTRODUCTION
- USES OF TEACHER PREPARATION AND CERTIFICATION STANDARDS
- THE GREAT DEBATE
- IMPLEMENTATION OF PROFESSIONAL STANDARDS
- NSTA'S PROGRAM TO CERTIFY INDIVIDUAL SCIENCE TEACHERS
- ALTERNATIVE CERTIFICATION PROGRAMS—GOOD NEWS AND BAD NEWS
- QUO VADIS? ISSUES TO BE ADDRESSED AND RESOLVED
- References
- 26 Current Issues in Biology Education for Teachers
- THE BIOLOGY-CONTENT COMPONENT OF THE TEACHER-EDUCATION CURRICULUM
- Breadth and Depth of Content
- The "Content" Issue and the Curriculum
- POTENTIAL EFFECTS OF THE HOLMES GROUP REPORT ON THE RECRUITMENT OF TEACHERS FROM MINORITY GROUPS
- Overview of the Holmes Group Proposals
- Implications of the Recommendations
- Minority-Group Teacher Recruitment: The Need and Some Proposed Solutions
- References
- PART VI ACCOMPLISHING CURRICULAR CHANGES—INSTITUTIONAL BARRIERS
- 27 Educational Reform? Are We Serious? No, but We Had Better Be.
- 28 Institutional Barriers to School Change
- INTRODUCTION
- EXTERNAL BARRIERS TO SCHOOL CHANGE
- CENTRALIZATION
- POLITICIZATION
- IMPLICATIONS
- INTERNAL BARRIERS TO SCHOOL CHANGE
- SUMMARY
- ACKNOWLEDGMENT
- References
- 29 State Policy Tools for Educational Reform—Barriers or Levers for Change?
- HISTORY OF RECENT EDUCATIONAL REFORM
- IMPACT OF RECENT REFORMS
- THE NATURE OF THE POLICY PROCESS
- THE NEW REFORM AGENDA
- DEVELOPING NEW POLICY ENVIRONMENTS
- SUMMARY
- References
- 30 Different Schools: Same Barriers
- SCHOOL TRADITION
- Structure of the Day
- Teacher Schedule
- Teacher Isolation
- Teacher Instruction
- Artificial Separation of the Sciences
- State Certification
- Sex Roles
- Tracking
- TEXTBOOKS
- MONETARY CONSTRAINTS
- Resources
- Time
- Average Teacher Load
- Conferences
- STANDARDIZED TESTING
- UNIVERSITY PREPARATION
- PRESERVICE EDUCATION
- PROFESSIONAL IN-SERVICE EDUCATION
- ADMINISTRATION
- TEACHER ATTITUDES
- CONCLUSION
- ACKNOWLEDGMENTS
- References
- PART VII ACCOMPLISHING CURRICULAR—IMPLEMENTATION
- 31 Problems and Issues in Science-Curriculum Reform and Implementation
- 32 Changing Practice in High Schools: A Process, Not an Event
- DEVELOPMENT VS. IMPLEMENTATION
- STEREOTYPES ABOUT HIGH SCHOOLS
- Myth 1:
- Myth 2:
- Myth 3:
- Myth 4:
- Myth 5:
- STUDIES OF CHANGE FROM THE TEACHER'S POINT OF VIEW
- Stages of Concern
- Levels of Use
- ADAPTATIONS IN THE INNOVATION
- THE PRINCIPAL
- THE DEPARTMENT HEAD
- BACK TO THE HIGH SCHOOL
- EXTERNAL FACILITATORS
- SUMMARY AND RECOMMENDATIONS
- References
- 33 Change in Schools: A Context for Action
- A SYSTEM PERSPECTIVE OF SCHOOLS
- THE ECOLOGY OF A LEARNING ENVIRONMENT
- CHANGE IS SYSTEMIC
- BELIEFS ABOUT TEACHING AND LEARNING
- THE HIGH SCHOOL AS A CONTEXT FOR ACTION
- References
- 34 Creating and Nurturing Curriculum Changes: Some Models That Speak to the Future
- CURRICULAR CHANGE
- Change As an End
- The School's Mechanisms for Change
- Stability in Curriculum
- Crisis, Stability, and Change
- The Current Crisis
- Teachers and Curricular Change
- Training and Its Problems
- Political Forces Frustrating Change
- Administrative Frustration with Change
- THE CRDG MODEL
- Resources
- Research
- The University Setting Advantage
- Development and Trial Procedures of CRDG
- The Dash Model of Development and Dissemination
- The FAST Model of Dissemination
- National Dissemination
- Cost
- CRDG Service
- CONCLUSIONS AND RECOMMENDATIONS
- Index
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