American Biology Teacher最新文献

{"title":"Blended Laboratory Environments for Increased Learning","authors":"Emily Lahr","doi":"10.1525/abt.2023.85.8.468","DOIUrl":"https://doi.org/10.1525/abt.2023.85.8.468","url":null,"abstract":"Laboratory exercises are a vital part of science learning and allow students to develop practical skills, connect content to real-world applications, and serve as the foundation for further knowledge beyond the classroom. Blended laboratories are a method that incorporates technology and science content to create an experience for learners to still engage with information allowing students to immerse themselves in the content. Blended learning laboratory lessons can be designed in multiple ways such as data-driven, partner-driven, and image-driven. This article looks to provide practitioners with a foundation to design and implement blended learning laboratories through the example of the author’s classroom.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simplifying Biology Vocabulary via Morphology","authors":"Vikash Morar","doi":"10.1525/abt.2023.85.8.464","DOIUrl":"https://doi.org/10.1525/abt.2023.85.8.464","url":null,"abstract":"In all fields of biology, understanding technical terminology is a challenge for students. In many cases, this may distract them from focusing on fundamental processes and concepts. Across the biology subfields, much of the vernacular shares similar etymology and morphology. However, students lack the exposure necessary to identify these key features, which often explain the meaning of terms without requiring any context at all. Therefore, instead of encouraging students to memorize many terms independently, it could be more beneficial to show them how words are constructed. Here, I propose an activity designed to help students recognize terms that may be connected, understand how vocabulary is often constructed to reflect its idea, and develop comfortability using these terms themselves in discussions. Through a guided group activity, students will have a chance to break down terms they have previously encountered and to draw connections between novel words. If students are capable of relating words to each other before even knowing what they mean, they may learn more effectively. Without being intimidated by enigmatic vocabulary, they can focus on broader concepts. In addition, when students understand how biological terminology is constructed, they may even dissect new words without needing the context surrounding them. This activity is applicable to courses in any specialty of biology, as various molecules, tissues, and processes follow general naming principles.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The “Moonshot” American Science Instruction Really Needs","authors":"John L. Rudolph","doi":"10.1525/abt.2023.85.8.423","DOIUrl":"https://doi.org/10.1525/abt.2023.85.8.423","url":null,"abstract":"Editorial| October 01 2023 The “Moonshot” American Science Instruction Really Needs John L. Rudolph John L. Rudolph JOHN L. RUDOLPH is the Vilas Distinguished Professor of Science Education at the University of Wisconsin–Madison. His new book is Why We Teach Science (and Why We Should). john.rudolph@wisc.edu Search for other works by this author on: This Site PubMed Google Scholar john.rudolph@wisc.edu The American Biology Teacher (2023) 85 (8): 423. https://doi.org/10.1525/abt.2023.85.8.423 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation John L. Rudolph; The “Moonshot” American Science Instruction Really Needs. The American Biology Teacher 1 October 2023; 85 (8): 423. doi: https://doi.org/10.1525/abt.2023.85.8.423 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search In December 2022, former astronaut and current U.S. senator Mark Kelly kicked off the Department of Education’s YOU Belong in STEM conference in Washington, DC. In his opening remarks, Kelly made the familiar case that training more science and technology professionals is crucial to growing the economy and strengthening national security. It was the NASA Apollo missions to the moon, Kelly explained, that inspired him to pursue a career in science. He said every child should be inspired in some way to do the same. All this seems sensible enough: Science is the engine of technological innovation, which drives economic growth, and schools are not producing enough scientists ready to enter the STEM-career pipeline. The problem is, that isn’t true. And neither is another prominent reason we place a high social value on science education: that science knowledge provides a foundation for everyday decision making. We need to move the... You do not currently have access to this content.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quirks of Human Anatomy: An Evo-Devo Look at the Human Body; How the Snake Lost Its Legs: Curious Tales from the Frontier of Evo-Devo; Deep Homology? Uncanny Similarities of Humans and Flies Uncovered by Evo-Devo and Animal Anomalies: What Abnormal Anatomies Reveal about Normal Development","authors":"Kirstin Milks, Frank Brown Cloud, Mark Terry","doi":"10.1525/abt.2023.85.7.410","DOIUrl":"https://doi.org/10.1525/abt.2023.85.7.410","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Alpha, Delta, Omicron—Oh My! A SARS-CoV-2 Genome Alignment Activity to Understand Mutations and COVID Variants","authors":"J. Jordan Steel, Marisa J. Romero, Kristi McElmurry","doi":"10.1525/abt.2023.85.5.285","DOIUrl":"https://doi.org/10.1525/abt.2023.85.5.285","url":null,"abstract":"COVID took over the world starting in 2020. Everyone quickly “knew” about the novel coronavirus, but how much do they actually know about the virus behind COVID-19? This classroom activity gives students real-world practice in evaluating actual genetic sequences from SARS-CoV-2 and working with genome alignments to identify mutations and cluster different emergence patterns. This activity works through alignments, mutations/variants, protein folding, structure and function, and medical/immunology implications of the different variants. There are seven parts to this activity, and each one can be incorporated alone into a lesson or collectively used for a lab, case study, or other supplemental activity to strengthen learning objectives in genetics, biology, immunology, and public health. This learning activity is scalable to different levels and has successfully been incorporated into K–12 education as well as college and graduate education.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134903459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Quixotic Quest for Objectivity in Observation","authors":"Douglas Allchin","doi":"10.1525/abt.2023.85.2.122","DOIUrl":"https://doi.org/10.1525/abt.2023.85.2.122","url":null,"abstract":"What if the legendary character Don Quixote had been a scientist? Surely his quest would have been the noble pursuit of objectivity. Scientists endeavor to transcend mere opinion or individual interpretation. They strive for publicly confirmable facts. Accordingly, scientists appeal to empirical evidence, measurements, and observations—regarded as the bedrock for factual claims.Yet, at the same time, ordinary humans can be fallible observers. Their interpretations can be skewed by prior expectations or personal desires. Historians, philosophers, and sociologists of science thus now typically contend that observations are “theory laden”—easily reflecting the researchers’ assumptions. In the past, the ideal of science was expressed in the simple motto “I’ll believe it when I see it!” Now, some cynics contend, an honest scientist might admit the ironic converse: “I’ll see it when I believe it.”Are we inevitable puppets to our beliefs? To what degree are observations in science trustworthy? How else would we defend scientific claims? (How else would we resolve contentious facts in our society?) Most teachers, I think, endorse the conventional view—that scientists and their observations are inherently objective. And that this makes science privileged. Here I explore this revered view (this month’s “Sacred Bovine”). Ultimately, I maintain, we are not as perfect as in the quixotic image. Yet science has developed tools to accommodate our cognitive flaws and to rescue science’s claim to its much-vaunted objectivity.Objectivity is a hallmark principle of our justice system too. Think of the allegorical figure holding aloft the scales of justice, blindfolded and impartial. Courts need trustworthy evidence to decide whether someone is culpable or innocent. For example, they rely on witnesses.However, cognitive research has shown that observers’ perceptions can be shaped and reshaped by personal experience and prejudices. Memories are vulnerable to suggestion too. Eyewitness testimony is—counterintuitively perhaps—among the least reliable in a courtroom (see the provocative volume by Loftus et al., 2019). That is, witnesses are susceptible to observer bias. We might, therefore, turn to forensic science and physical evidence—fingerprints, blood, DNA—as more secure.But even here, observer bias can intrude. We know this because science has turned on itself, to investigate its own objectivity. Psychologists have tested forensic experts in historical crime scenarios. Their assessment of bullet and shoeprint evidence seemed pretty consistent. But when contextual information about a case was available, it could affect how they interpreted a crime scene, how they matched fingerprints, how they identified individuals from the DNA when a sample mixes DNA from multiple persons, how they interpreted bloodstain patterns, and how they assessed skin injuries, at least. Even what dog handlers believed about possible culprits could influence the behavior of their sniffer dog","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136251764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Targeted Trade Books: Botany","authors":"Amanda L. Glaze-Crampes, R. Lord","doi":"10.1525/abt.2020.82.8.569","DOIUrl":"https://doi.org/10.1525/abt.2020.82.8.569","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"41 1","pages":"569-570"},"PeriodicalIF":0.5,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81432634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intersections of Science and Society","authors":"M. Fisher","doi":"10.1525/ABT.2020.82.6.423","DOIUrl":"https://doi.org/10.1525/ABT.2020.82.6.423","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"65 1","pages":"423-424"},"PeriodicalIF":0.5,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76094227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Post-Box Strategy to Elicit & Address Student Misconceptions in Biology","authors":"K. H. Chan","doi":"10.1525/ABT.2019.81.9.668","DOIUrl":"https://doi.org/10.1525/ABT.2019.81.9.668","url":null,"abstract":"Students often bring to biology classrooms ideas that are not in line with scientific thought. Simply telling students that their ideas are wrong does not always help advance their scientific thinking. This article describes a teaching and learning activity that allows secondary biology teachers to elicit, interpret, and address students' misconceptions in a meaningful way. The activity provides a chance for students to discuss their nascent ideas about biology with their peers in a safe and nonthreatening environment. More importantly, the activity engages students in a process of reconsidering their initial ideas through reasoning about why certain ideas are scientifically correct.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"61 4 1","pages":"668-672"},"PeriodicalIF":0.5,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73262519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review: Creatively Undecided: Toward a History and Philosophy of Scientific Agency, by Menachem Fisch","authors":"Sara Fox","doi":"10.1525/ABT.2019.81.3.210","DOIUrl":"https://doi.org/10.1525/ABT.2019.81.3.210","url":null,"abstract":"Creatively Undecided: Toward a History and Philosophy of Scientific Agency . By Menachem Fisch. 2017. University of Chicago Press. (ISBN 022651451). 293 pp. Paperback, $37.50.\u0000\u0000\u0000\u0000In Creatively Undecided , Menachem Fisch attempts to create a framework to explain how scientific consensus can be shifted, such as when new evidence necessitates the revision or dismissal of a scientific theory. This framework is necessary, Fisch postulates, due to the unfinished work of Thomas Kuhn. Kuhn was a physicist who coined the term paradigm shift , alleging that changes in scientific fields tend to be sudden and monumental, rather than gradual and persistent. Fisch argues that Kuhn developed this idea of the paradigm shift but did not satisfactorily explain the mechanism by …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"1 1","pages":"210-210"},"PeriodicalIF":0.5,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83003643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}