High-school biology : today and tomorrow

High-school biology today and tomorrow

Detalles Bibliográficos
Autor Corporativo: National Research Council (U.S.). Committee on High-School Biology Education (-)
Otros Autores: Rosen, Walter G. (-)
Formato: Libro electrónico
Idioma:Inglés
Publicado: Washington, D.C. : National Academy Press c1989.
Edición:1st ed
Materias:
Biology > Study and teaching (Secondary) > Congresses.
Life sciences > Study and teaching.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009622064306719
Tabla de Contenidos:
  • 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
  • References
  • 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
  • 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
  • References
  • 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
  • References
  • 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?
  • References
  • 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
  • References
  • 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
  • References
  • 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.
  • References
  • 28 Institutional Barriers to School Change
  • INTRODUCTION
  • EXTERNAL BARRIERS TO SCHOOL CHANGE
  • Growth
  • 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
  • References
  • 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
  • Change is a Process
  • 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.

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