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Descriptors:
Biology; Science Instruction; Scientific Concepts; Sequential Approach; Teaching Methods

Abstract:
Diffusion and osmosis are important biological concepts that students often struggle to understand. These are important concepts because they are the basis for many complex biological processes, such as photosynthesis and cellular respiration. We examine a wide variety of representations used by experienced teachers to teach diffusion and osmosis. To help teachers select appropriate representations for their students, we briefly describe each representation and discuss its pros and cons. After teachers select representations, we offer recommendations for sequencing them. We recommend beginning with macroscopic-level representations that easily allow students to visualize the phenomenon, then moving to microscopic-level representations (cell-level), and finally exploring the phenomenon at the molecular level using virtual representations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Educational Strategies; Cooperation; Biology; Learning Strategies; Teaching Assistants; Science Instruction; Science Education; Graduate Students; Higher Education; Biological Sciences; Critical Thinking; Problem Solving; Faculty; Formative Evaluation; Science Curriculum; Case Studies; Course Evaluation

Abstract:
In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and assessments we developed to convert a traditional senior-level biology course into a writing-intensive, capstone biology course. Key course objectives include (a) using writing as a learning strategy, (b) stimulating critical thinking through problem solving, (c) engaging students with primary scientific literature, (d) enhancing collaboration among students, and (e) using peer review and formative assessments to focus student thinking on learning and writing about biology. All students enrolled in the course are senior-level biology majors. Typically a third of our students plan to pursue a professional degree (veterinary, dental, or medical schools) and the remaining students plan to pursue an advanced degree in biology. The instructional strategies and assessments we developed will serve to inform others with the writing-intensive course design and assessments. (Contains 1 figure and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Teachers; Science Education; Notetaking; Science Activities; Teaching Methods; Science Process Skills; High School Students; Secondary School Science; Secondary School Teachers; Guidelines; Science Laboratories

Abstract:
Lab notebooks provide students with authentic science experiences as they become active, practicing scientists. Teachers gain insight into students' understanding of science content and processes, while students create a lasting personal resource. This article provides high school science teachers with guidelines for implementing lab notebooks in the classroom. (Contains 2 figures.)

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Descriptors:
Science Activities; Entomology; Ecology; Science Instruction; Hands on Science; Secondary School Science; Plants (Botany); Scientific Principles

Abstract:
The authors have developed a lesson to investigate basic principles of ecology, more specifically niche partitioning, while using a jigsaw activity that explores galling insects' interactions with goldenrods. Not only does this lesson capture secondary students' interest and keeps them engaged in hands-on activities, the content addresses two Content Standards (of the "National Science Education Standards") for 9-12 life sciences: (1) Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years. (2) Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms. Organisms often must compete for food and resources access in natural communities in order to survive. This is true especially for insects that live on the tall goldenrod ("Solidago altissima"). Hundreds of insects have overcome resource limitations by outcompeting other herbivores and making use of the same plant in various ways. These ecological interactions take place at the level of the individual, the population, the community, and the ecosystem. In this article, the authors offer an introduction to principles of ecology, plant insect interactions, and provide a classroom activity that highlights niche partitioning by galling insects to help provide secondary science educators with a way to share and explore these interactions with their students. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Alternative Teacher Certification; Investigations; Prior Learning; Pedagogical Content Knowledge; Knowledge Base for Teaching; Comparative Analysis; Lesson Plans; Value Judgment; Experienced Teachers; Beginning Teachers; Teacher Certification; Biology; Science Instruction

Abstract:
Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those lacking teaching experience. Of the four participants seeking secondary biology teaching certification, two participants had 2 years of prior biology teaching experience. We used the Lesson Preparation Method as a data collection tool, asking participants to create lesson plans to teach the concept of heritable variation. Primary data sources were the lesson plans and follow-up interview transcripts. Prior teaching experience made little difference as both groups held didactic teaching orientations and wrote similar lesson plans. Both groups drew on general pedagogical knowledge (PK), and had little pedagogical content knowledge for teaching heritable variation. Teaching experience did appear to lead to more integration among PK components. The study includes implications for the teacher education, research, and policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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