Software biology teaching

Obviously, a global perspective of problems related to such issues as population growth or food resources is beyond the grasp of younger children.

But local problems and some basic concepts—such as the difference between arithmetic growth and exponential growth—are not too complex for young children. Successful laboratory instruction in human ecology requires recognition of students' cognitive development and learning limitations.

Laboratory experiences should expand students' perspectives of space, time, and causal relations. Over the school years, students should extend their ideas of space from local to regional to national to global perspectives. Their ideas of time should extend to the distant past and to the future.

Causal relations should extend from simple cause and effect to the complexities of interrelated and interdependent systems with multiple causal relations. In the end, we are trying to develop students with a global perspective who recognize complex interdependences and consider the future of humanity. It is time to place the laboratory back in biology instruction. The justifications for laboratory experience far outweigh the excuses for lecture and discussion Costenson and Lawson, ; Mullis and Jenkins, One of the major problems in biology education is the need for instruction that integrates textbooks, technology, and laboratory experiences.

The instructional model proposed here is based on a constructivist approach and has five phases: engagement, exploration, explanation, elaboration, and evaluation. The model includes structural elements in common with. This phase of the model initiates the learning task. The activity should 1 make connections between past and present learning experiences and 2 anticipate activities and focus students' thinking on the learning outcomes of current activities.

The student should become mentally engaged in the concept, process, or skill to be explored. This phase of the model provides students with a common base of experience within which they identify and develop current concepts, processes, and skills. During this phase, students actively explore theft environment or manipulate materials.

This phase of the model focuses students' attention on a particular aspect of theft engagement and exploration experiences and provides opportunities for them to verbalize their conceptual understanding or demonstrate theft skills or behaviors. This phase also provides opportunities for teachers to introduce a formal label or definition for a concept, process, skill, or behavior.

This phase of the model challenges and extends students' conceptual understanding and allows further opportunity for students to practice desired skills and behaviors. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. This phase of the model encourages students to assess theft understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.

Rodger W. Bybee was associate professor Of education at Carleton College. Turn recording back on. National Center for Biotechnology Information , U. Search term. Characteristics of Students Contemporary research findings about students as learners underlie my discussion of instruction.

What Should We Teach? A recent editorial in Science Koshland, descried the importance of ecological understanding: Ecology, the study of the delicate balance between species and environment At the end of the editorial, Koshland made a clear connection to human populations: Most species struggle to overcome poverty of resources and occupy niches that allow a critical number to survive in competition with other species.

Textbooks To say that generally the biology textbook is the organizing framework for the curriculum and reading the textbook is the dominant method of instruction is not an overstatement. Technology The use of educational technology has great potential for improving instruction in biology. HyperCard Textbooks have reached the point of diminishing returns relative to the amount of information they can reasonably contain for high-school biology.

Models and Simulations Modeling tools are available in software packages that assist students in quantitative assessment. Teaching My discussion of teaching is divided into two sections. Human Ecology and the Biology Laboratory Human ecology is the conceptual orientation that I recommend for the biology laboratory Bybee, , Study of Significant Problems Laboratory activities will be related to problems in the human environment. Study of Ecosystems An instructional orientation toward the ecosystem is appropriate.

Holistic Methods of Study Ecologists use holistic perspectives in scientific inquiry. Integrative Study Biology education has held as important goals the development of and the ability to use biological concepts and methods of biological investigation. Development and Learning Instruction reflecting a human ecological approach should reflect an understanding of students as learners.

Perspectives of Space, Time, and Causal Relations Laboratory experiences should expand students' perspectives of space, time, and causal relations. In the end, we are trying to develop students with a global perspective who recognize complex interdependences and consider the future of humanity It is time to place the laboratory back in biology instruction.

An Instructional Model One of the major problems in biology education is the need for instruction that integrates textbooks, technology, and laboratory experiences. The five phases may be summarized as follows: Engagement This phase of the model initiates the learning task. Exploration This phase of the model provides students with a common base of experience within which they identify and develop current concepts, processes, and skills.

Explanation This phase of the model focuses students' attention on a particular aspect of theft engagement and exploration experiences and provides opportunities for them to verbalize their conceptual understanding or demonstrate theft skills or behaviors.

Elaboration This phase of the model challenges and extends students' conceptual understanding and allows further opportunity for students to practice desired skills and behaviors. Evaluation This phase of the model encourages students to assess theft understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.

Science Books and Films , 20 5. Apple, M. Making knowledge legitimate: Power, profit, and the textbook. In Current Thought on Curriculum. Alexandria, Va. Armbruster, B. Readability formulations may be dangerous to your textbooks.

Atkin, M. Discovery or invention. Bybee, R. Human ecology: A perspective for biology education. Monograph Series II. Reston, Va. Human ecology and teaching. New trends in biology teaching. Harms, B. Ward, and R. Science, society, and science education. Hurd, J. Kahle, and R. Human ecology: An approach to the science laboratory. Carter, J. Who determines textbook content? Commission on Work, Family, and Citizenship.

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