National Association Of Biology Teachers biology Teaching Preparation Standards for Middle and Secondary Teachers to experience and plan inquirybased activities that meet the NSES inquiry http://www.nabt.org/sub/position_statements/standards.asp
Extractions: Biology Teaching Preparation Standards for Middle and Secondary Teachers (formerly Biology Teaching Standards) A biology teachers education program should be in alignment with the National Science Education Standards NSES ; National Academy of Sciences, 1996) and Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993). The program should prepare pre-service teachers of secondary biology or life science courses in the areas of content, pedagogy and assessment. There has been, and continues to be, enormous growth and change in biological knowledge. Therefore, programs for pre-service teachers must include a professional development component that prepares teachers of the life sciences to remain current by further college instruction, reading professional journals, and attending conferences and workshops. Content Preparation Teachers of biology and life sciences must have a broad preparation science inquiry processes and in the content areas of cellular and molecular biology (cytology, cell physiology, macromolecules, bioenergetics and genetics), organismal biology (homeostatic mechanisms, developmental biology and behavior), and ecological and evolutionary biology (genetic variation, natural selection, speciation, extinction, systematics, interrelationships, population factors, ecosystems, energy flow, nutrient cycles, sociobiology, and environmental biology). Teachers should also know and understand the ethical implications of science and technology, basic technology tools, the historical development of biology, and how to incorporate and maximize field experiences.
CSE Curricula: Insights Biology biology activities can use technology tools in their investigations. Teaching strategies mentioned in other sections, such as conceptmapping, http://cse.edc.org/products/curricula/insights_ts.asp
Extractions: Philosophy and Goals Design of the Curriculum Components of the Curriculum Components of Each Module Teaching Strategies Ordering and Additional Information Insights in Biology Home Significant influences on learning include the use of a variety of classroom instruction techniques and the climate within a classroom. Positive teacher-student and student-student interactions, instructional and social, contribute to feelings of self esteem and foster a sense of belonging in the class and the school (Wang, 1993). The kinds of camaraderie that exist in a successful sports team-the enthusiasm and drive to succeed-should be the goal of the classroom teacher as well. Since the format and methodologies of this curriculum may be unfamiliar to students-in that "correct" answers are derived from experiences, not given in a teacher's book-students will be needing support and encouragement. As students begin to know and trust each other and as cooperative groups form and succeed, you will no longer need to be the sole source of recognition and appreciation of student talents. In stressing the "we" nature of learning, the members of your classroom will become a community of curious and thoughtful investigators.
NUS: Knowledge Enterprise > Feb 2002 > Teaching Teachers Biology Teaching Teachers biology. Mr Lee Siak Cheong, a teacher at Yishun Town We had a wide range of handson activities extracting DNA from onions and http://newshub.nus.edu.sg/ke/0107/articles/biology.htm
Extractions: - Mdm Tham Wai Fong of Pioneer Secondary School Mr Lee Siak Cheong, a teacher at Yishun Town Secondary, took a chance when he showed up at NUS for a Life Sciences workshop. He had earlier been told that all the places for the workshops were filled. The one- and two-day workshops (held for the first time in NUS and organized by the Department of Biochemistry, Faculty of Medicine and the Office of Life Sciences) aimed to help upper primary and lower secondary school teachers with a better understanding of biology. The workshops also enabled Life Sciences educators from primary, secondary and tertiary institutions to interact. The teachers were from both neighborhood and top schools, having signed up themselves or been nominated by their schools. Acceptance was on a first-come-first-served basis, and 300 had to be rejected when the quota of 240 participants was reached. Professor Sit Kim Ping of the Biochemistry Department said the initiative was in support of the Ministry of Education's (MOE) new Life Sciences curriculum in schools as well as an effort to reach out to primary and secondary school students through their teachers.
ICSU-IAP Members Activities About Science Teaching The purpose of Teaching Science is to link education decision makers and scientiststo IUBMB International Union of Biochemistry and Molecular biology http://www.icsu.org/8_teachscience/icsu-iap/membre.php4?lang=en&choixmembre=12
The Sourcebook For Teaching Science Internet Resources for Teaching Science, Resources for Teaching biology The Sourcebook for Teaching Science Strategies, activities, and Internet http://www.csun.edu/~vceed002/
Extractions: Chapters: Sourcebook for Teaching Science (1) Thinking Scientifically (2) The Science Curriculum (3) The Language of Science (4) Communicating Concepts (5) Problem Solving in Science (6) Science Activities and Projects (7) The Science Laboratory (8) Professional Issues Internet Resources for Teaching Science Resources for Teaching Biology Resources for Teaching Chemistry Resources for Teaching Physics Resources for Teaching Geoscience Resources for Teaching Health Lesson Development Science Laboratory Professional Development Science Education at CSUN About this Resource The Sourcebook for Teaching Science: Strategies, Activities, and Internet Resources , provides new and experienced teachers with a wealth of useful teaching strategies, resources, lessons, activities, and ideas to enhance science teaching and learning. All ideas and activities are based upon learning theory, and are designed to stimulate student interest and involvement in the science curriculum. As students are engaged in the activities described in this resource, they acquire knowledge and understanding of key scientific concepts and the relevance of these to their everyday lives. The Sourcebook for Teaching Science is designed to complement any secondary school science curricula. Science teachers will find ready-to-use demonstrations, experiments, illustrations, games, puzzles, analogies, lessons, activities, and strategies, as well as explanations of how to adapt these for various student populations. All topics are accompanied by extensive background material, providing teachers with the scientific, organizational, and pedagogical principles necessary for successful classroom implementation.
Biozentrum Biennial Report 2002-2003 - Teaching Activities The cycles of the new Graduate Teaching Program cover infection biology, They are perhaps the most important postgraduate educational activity that we http://www.biozentrum.unibas.ch/report0203/teaching.html
Extractions: Teaching Activities The Biozentrum educates scientists at the bachelor, master, doctoral and postdoctoral level. The particular advantage of the education at the Biozentrum is its direct integration into research. All lecturers are active, grant-holding scientists. The ratio of lecturers to students is also ideal and ensures optimal support for every student. In 2003 the current biology curriculum introduced in 2000 was adjusted to the Bachelor/Master system according to the Bologna convention. The Bachelor curriculum takes three years to complete and is taught by lecturers of the Biozentrum and the Department of Integrative Biology. During the first two years of basic studies, the students receive the essential grounding in mathematics/statistics, physics, and chemistry, as well as introductory courses in biology. In addition, they are trained in ethics and attend optional courses in biology and non-biological subjects. After having completed the basic studies, the students must choose either molecular biology or organismic biology to be the main focus of their further studies, because the content of the third year, which consists of block courses lasting several weeks each, determines the Major of the Biology Bachelor. The block courses provide theoretical information which the students then turn into practice in the laboratory or in the field. Master in Molecular Biology Students with a Bachelor in Biology, Major Molecular Biology, are admitted to the fast track Master program that takes 1 year. The students work on their Master thesis and take additional courses in the field of molecular biology. The Master thesis will replace the current Diploma thesis as of 2004 and is the studentsâ real introduction to research. At the Biozentrum, the students can specialize in Biochemistry, Bioinformatics, Biophysics, Cell Biology, Developmental Biology, Genetics, Immunology, Infection Biology, Microbiology, Neurobiology, Pharmacology, and Structural Biology. A complete list of the diploma theses completed during the report period can be found on pp 7-9.
Lesson Plans Spiders An Organism for Teaching biology (by Debora Scheidemantel) These activities are designed to introduce high school students to current molecular http://biology.arizona.edu/sciconn/lessons2/lessons.html
Extractions: Students explore basic ecology concepts and scientific processes using spiders as model organisms. They will capture spiders, observe and care for them, and use them to answer their own questions about spider behavior. Modeling the process of a research scientist, each team of students will design and conduct their own experiment. Simultaneously, the class will collaborate on joint projects investigating feeding rates of spiders and their importance in controlling the numbers of insects (by conducting a field study on or near school grounds). Designed for both middle and high school students
Preszler NMSU Biology Faculty Science Education biology Teaching Laboratories For many years I have been involved in the Servicelearning activities in biology Laboratories bridging the gap from http://biology-web.nmsu.edu/preszler/preszler.htm
Extractions: Email: rpreszle@nmsu.edu Research Program The primary goal of my research is to develop educational theory and practice which aims to help students reach higher levels of biological literacy. Such literacy is characterized by the ability to critically access, evaluate, synthesize, and apply biological knowledge to personal, academic, and professional issues. This has led to projects involved in the design and assessment of educational reform in three areas: biology teaching laboratories, supplements to lecture courses, and science education outreach programs for K-12 students. Biology Teaching Laboratories For many years I have been involved in the design and implementation of inquiry-based laboratory activities. Traditional laboratory activities tend to emphasize the development of students ability to observe and describe biological phenomena. Inquiry-based exercises allow students to participate in a wider range of scientific processes from hypothesis formation, through designing and conducting experiments, to forming and discussing the implications of their conclusions. These projects have led to interdisciplinary collaborations with people from NMSUs departments of mathematics and English. More recently, I have become interested in helping students learn to act on the implications of their research. This has led to the development of service-learning activities and the synthesis of inquiry-based experiments with service-learning projects.
Scientific Activities: Science Teaching The Department of Science Teaching and the Davidson Institute have initiated In an attempt to develop biological literacy among highschool biology http://www.weizmann.ac.il/acadaff/Scientific_Activities/current/Science_Teaching
Extractions: Department is composed of groups working in mathematics, physics, chemistry, life sciences, computer science, earth and environmental sciences, and science and technology for all (junior and senior high school). Extensive research and development is carried out in all these areas, with the aim of a) producing high-quality and up-to-date learning, teaching and assessment materials for use throughout the Israeli educational system, and b) providing ongoing professional development of teachers. The learning and teaching materials include textbooks, teacher guides, enrichment materials, innovative uses of modern technologies and development and maintenance of websites for non-frontal teaching. The work is based upon an underlying philosophy that considers curriculum development and implementation, professional development of teachers, research and evaluation as part of an integrated and continuous long-term activity. Our belief in the central role of teachers in improving education has led us to focus our efforts also on National Teacher Centers, which serve as sources of support, information and materials for teachers throughout the country. The Centers, led by our scientists, also prepare and support teachers in leadership roles in their schools and/or districts. In 2003, we expanded our work with teachers to include pre-service education. We established a program for Teacher Licensing (Teudat Horaa) in cooperation with the Feinberg Graduate School and with endorsement of the Ministry of Education. The target population of this program is graduate students and post-doctoral fellows from all the departments at the Weizmann Institute. The main objective of the program is to encourage candidates with a very strong scientific background to become teachers and teacher leaders in junior high and high schools in Israel, as well as in teacher education colleges.
Extractions: Specifically designed for high school students taking introductory and college-prep biology courses. Topics covered include life processes; principles of ecology; cell structure and function; genetics; a complete overview of the protista, fungi, plant, and animal kingdoms; and an in-depth section on human anatomy. This is a study aid that the biology student will not want to be without. 3. Kaplan Essential Review: High School Biology by M. Yang, John B. Nishan, E. Kendall Alford, Paperback: 416 pages, Publisher: Kaplan To be competitive for college admissions, you need to maintain an excellent G.P.A. in high school, especially in core subjects such as biology. Essential Review: High School Biology uses targeted biology review, in-depth practice drills, and Kaplan's proven strategies for performing well on tests, to help you develop the skills you need to get the biology grade you want. Increase your knowledge and understanding of key concepts, including Evolution, Unity and Diversity, Ecology, and Human Physiology. Maximize your grade in biology with Kaplan's highly effective test-taking strategies. Improve your test performance with 5 full-length biology tests that provide detailed explanation for every answer. Includes a practice quiz at the end of each chapter.
Walter McKenzie's Innovative Teaching - Biology biology BINDER All kinds of activities and resources for teaching from JessicaLupold; for high school biology. biology IN MOTION http://surfaquarium.com/IT/content/biology.htm
Extractions: One Stop Directories Search U of M teaching with writing home ... pedagogy Jay T. Hatch What's the Course All About? You should realize, however, that learning about the process of science is as important as learning the knowledge uncovered by the process. So, we strive to have you learn biological principles in the context of the historical development of "science as a way of knowing." In both the classroom and the laboratory, you will learn how observation and description have led to questions, hypotheses and predictions; how these hypotheses were tested; how the results of the tests were interpreted; and how the current knowledge base of biological science was and is being constructed and modified. You will actively engage in the process, itself, in the laboratory. The Biology Faculty and Staff of the General College have designed the course to provide you not only with the processes, facts, and theoretical foundations of modern biology but also with a variety of information and skills that you can apply to your daily lives. For instance, knowledge about how plants reproduce can help you with your gardening problems. Knowledge of Mendelian genetics helps you to work out questions about what your children might be like. Knowledge about the causes of environmental impacts may help you decide what lifestyles are right for you. And, wouldn't it be useful if you could correctly read and interpret the graphs that appear daily in our newspapers and magazines?
Biology Education - Academic Info A directory of Internet resources on teaching biology. biology in Motion Hereyou will find animations, interactive activities, and cartoons designed http://www.academicinfo.net/biologyed.html
Extractions: "... the web site provides articles by scientists, science educators, and science students on issues related to seven biological challenges: environment, biodiversity, genomic mapping, genetic engineering, evolution, the age of biology and biology education." Evolution: Intelligent Design? "Three proponents of Intelligent Design (ID) present their views of design in the natural world. Each view is immediately followed by a response from a proponent of evolution (EVO). The report, printed in its entirety, opens with an introduction by Natural History magazine and concludes with an overview of the ID movement." American Museum of Natural History (AMNH) The Genomic Revolution
TEACHING ACTIVITIES OF THE DEPARTMENT OF MICROBIOLOGY Teaching activities of the Department of Microbiology. I. General, CompulsoryCourses 6th semester biology students, 1 semester, weekly 3 hours; http://mikrobiologia.elte.hu/Teaching.html
Extractions: Programme: The coevolution of the procaryotes in the biosphere; The organisation of the procaryotic cell; The basic metabolism in procaryotes; The basics of general ecology of microorganisms; The bio-geochemical cycles of biogenic elements; Water and air microbiology; Animal - microbe and plant - microbe interactions.
UniversitätsKlinikum Heidelberg: Students Of Faculty Bioscience Teaching activities Students of Faculty BioscienceStudents of Medical Faculty Miscellaneous Molecular reproductive biology of humans and primates http://www.klinikum.uni-heidelberg.de/index.php?id=594&L=1
Extractions: . [ E x t r a C u r r i c u l a r A c t i v i t i e s ] . [Home] [Teaching Resources] [TAS Resources] [Interactive Learning through MC] ... [Tackling Misconceptions in Biology] [Extra-curricular Activities] [Teachers' Forum] [Links] Frog dissection on line Mounting frog skeleton ... Water flows upwards
Outreach & Education / Teaching Resources These digital resources provide teachers and students with activities (fun thingsto DO!) related to Yellowstone National Park and Thermal biology. http://tbi.montana.edu/outreach/tr.html
Extractions: These digital resources provide teachers and students with activities (fun things to DO!) related to Yellowstone National Park and Thermal Biology. Activities include interactive virtual field trips and websites as well as laboratory and classroom activities. Resources are divided into topical units and appropriate grade level.
K-12 HHMI/NWU Science Teaching Institute K12 Science Teaching Institute 2002 Objectives biology. Overview ofbiology activities. The biological and life science sessions immerses teachers http://biology.nebrwesleyan.edu/HHMI/hhmi02/objectives.html
