A Reflection of Biological Education in the United States

IF 0.3 4区教育学 Q4 BIOLOGY

American Biology Teacher Pub Date : 2013-11-01 DOI:10.1525/ABT.2013.75.9.2

W. H. Leonard

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引用次数: 1

Abstract

This issue concludes the NABT’s celebration of its 75th Anniversary. Since my term as ABT editor will also be over at the end of this year, this will be one of my last official opportunities to share my ideas about biology education. First I will tell you a little about myself, and then I will share some reflections on biology education past, present, and future. I was always interested in a career in teaching, and biology was my favorite subject. During my senior year in college as a pre-med biology major, I was sent a military draft notice. The draft board gave me three choices: (a) graduate, and we send you to OCS and you will go to Vietnam; (b) graduate and go to med school; when you finish you will go to Vietnam, as we need physicians badly; or (c) get certified to teach secondary science as a critical industry, and you are deferred indefinitely. The decision was a no-brainer. I began a 12-year career teaching high school biology in San Jose, California, the next year. My classroom curriculum emphasized evolution, ecology, genetics, and the human body. My students said that all I ever emphasized was sex and evolution. Well, why not? I also taught about every science except physics, and my favorite class was a six-week summer session in field ecology with lots of field trips. After teaching biology for just a few years in the late 1960s, I attended an NABT Convention in San Francisco. One of the featured sessions was a debate over evolution versus creation. Speakers on the evolution side included none other than Theodosius Dobzhansky, who made his now famous statement, “Nothing in biology makes sense except in the light of evolution.” The creation side was represented by Duane Gish from the Creation Research …

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美国生物教育的反思

这期杂志结束了NABT 75周年的庆祝活动。由于我作为ABT编辑的任期也将在今年年底结束，这将是我最后一次分享我对生物教育的看法的正式机会之一。首先，我将介绍一下我自己，然后我将分享一些关于过去、现在和未来生物教育的思考。我一直对教学事业感兴趣，生物是我最喜欢的学科。在我读医学预科生物专业的大四的时候，我收到了一份征兵通知。征兵委员会给了我三个选择:(a)毕业，我们送你去OCS，你将去越南;(b)毕业后进入医学院;毕业后你要去越南，因为我们急需医生;或者(c)获得作为关键行业的中等科学教师的认证，那么你就会被无限期推迟。这个决定是显而易见的。第二年，我在加州圣何塞开始了为期12年的高中生物教学生涯。我的课堂课程强调进化、生态学、遗传学和人体。我的学生说我所强调的都是性和进化。为什么不呢?除了物理，我还教所有的科学课程，我最喜欢的课程是为期六周的野外生态学暑期课程，其中有很多实地考察。上世纪60年代末，我刚教了几年生物学，就参加了在旧金山举行的NABT大会。其中一个专题会议是关于进化论与创造论的辩论。在进化论方面的演讲者不是别人，正是西奥多西·多布赞斯基，他发表了他现在著名的声明:“生物学中没有任何东西是有意义的，除非从进化论的角度出发。”代表创造一方的是来自创造研究的Duane Gish……

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来源期刊

American Biology Teacher BIOLOGY-EDUCATION, SCIENTIFIC DISCIPLINES

CiteScore

0.80

自引率

20.00%

发文量

108

期刊介绍： The American Biology Teacher is an award winning and peer-refereed professional journal for K-16 biology teachers. Articles include topics such as modern biology content, biology teaching strategies for both the classroom and laboratory, field activities, and a wide range of assistance for application and professional development. Each issue features reviews of books, classroom technology products, and "Biology Today." Published 9 times a year, the journal also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs.