High-school biology : today and tomorrow / Committee on High-School Biology Education, Board on Biology, Commission on Life Sciences, National Research Council ; Walter G. Rosen, editor.

Format:

Book

Contributor:

Rosen, Walter G.

National Research Council (U.S.). Committee on High-School Biology Education.

Language:

English

Subjects (All):

Biology--Study and teaching (Secondary)--Congresses.

Biology.

Life sciences--Study and teaching.

Life sciences.

Physical Description:

1 online resource (360 p.)

Edition:

1st ed.

Place of Publication:

Washington, D.C. : National Academy Press, c1989.

Language Note:

English

Summary:

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?

Contents:

High-School Biology Today and Tomorrow

Copyright

PREFACE

Contents

PART I OPENING ADDRESS AND RESPONSES

1 Opening Address

References

2 Changing Conceptions of the Learner: Implications for Biology Teaching

3 Literacy, Numeracy, and Global Ecology

Reference

4 All Is for the Best in the Best of Possible Worlds.

THE CONTENT

SPECIFICS

Point 1

Point 2

Point 3

Point 4

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

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?

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

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

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

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

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

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

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

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?

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

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

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?

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

24 Biology Teacher Training: Preparing Students for Tomorrow

25 Standards for the Preparation and Certification of Biology Teachers

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

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

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

EXTERNAL BARRIERS TO SCHOOL CHANGE

Growth

CENTRALIZATION

POLITICIZATION

IMPLICATIONS

INTERNAL BARRIERS TO SCHOOL CHANGE

ACKNOWLEDGMENT

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

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

MONETARY CONSTRAINTS

Resources

Time

Average Teacher Load

Conferences

STANDARDIZED TESTING

UNIVERSITY PREPARATION

PRESERVICE EDUCATION

PROFESSIONAL IN-SERVICE EDUCATION

ADMINISTRATION

TEACHER ATTITUDES

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

33 Change in Schools: A Context for Action

A SYSTEM PERSPECTIVE OF SCHOOLS

THE ECOLOGY OF A LEARNING ENVIRONMENT

CHANGE IS SYSTEMIC

Change is a Process

BELIEFS ABOUT TEACHING AND LEARNING

THE HIGH SCHOOL AS A CONTEXT FOR ACTION

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

Research

The University Setting Advantage.

Development and Trial Procedures of CRDG.

Notes:

Papers presented at a conference [held Oct. 1988 Washington, D.C.].

Includes bibliographical references and index.

ISBN:

9786610214549

9781280214547

1280214546

9780309559478

0309559472

9780585144436

0585144435

OCLC:

44961870