American Biology Teacher最新文献

{"title":"Sampling Biological Populations","authors":"G. Steucek","doi":"10.2307/4448292","DOIUrl":"https://doi.org/10.2307/4448292","url":null,"abstract":"Perhaps the best way to learn about science is to practice the craft; this is sound pedagogical practice with most disciplines. Students can and should do credible research (Yurkiewicz & Steucek 1970). There is no dearth of problems that beckon our attention. Secondary school and college students represent an enormous resource which could be utilized to conduct research within the confines of science courses. It is no longer possible to teach all that is known about the natural world; emphasis on the process of scientific investigation should not be slighted to squeeze in factual material. On the contrary, the process of scientific investigation should be emphasized, particularly to nonscience majors. Models in biological science have changed dramatically during the past half century, illustrating the limited utility of presenting only factual material. Since many community problems have a biological basis and since students are able to study biological problems relatively easily, the initiation of scientific research in biology courses is appropriate. Moreover, such projects may satisfy local school district goals of a pedagogical nature and prepare students for effective citizenship; perhaps a government/civics teacher could be involved with the definition of a problem. Local health, environmental, agricultural, industrial and scientific researchers represent good sources of important projects; moreover, collaboration with these scientists could be rewarding for all (Spector & White 1985). The initiation of any research project demands that attention be given to the procedure for sampling the population of interest. I will address this problem. Biological science is becoming more quantitative; this is evident in journal articles and in laboratory exercises published in manuals. With this shift from a descriptive to a quantitative presentation, students are often introduced to simple statistical techniques, such as Student's t-test and analysis of variance which are often found in appendixes of laboratory manuals. Interestingly, appropriate sampling procedures are often ignored by these same laboratory manuals. These statistical analyses make assumptions about how data were collected and hence place constraints on the sampling procedure. The use of an appropriate sampling procedure generally takes little time and provides a healthy assurance that the findings will not be discounted on the basis of artifactual bias. This important point should be made to all students of science.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"131 1","pages":"278-284"},"PeriodicalIF":0.5,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88986731","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: Haeckel's Embryos: Images, Evolution, and Fraud, by Nick Hopwood","authors":"K. Wellner","doi":"10.1525/ABT.2015.77.9.12","DOIUrl":"https://doi.org/10.1525/ABT.2015.77.9.12","url":null,"abstract":"Haeckel's Embryos: Images, Evolution, and Fraud . By Nick Hopwood. 2015. University of Chicago Press. (ISBN 978-0-226-04694-5). 388 pp. Hardcover. $45.00.\u0000\u0000\u0000\u0000Flip through biology textbooks, old or new, and chances are that you will find an illustration of vertebrate embryos arranged in rows and columns (see cover). This particular image, an embryo grid, is traced back to the work of Ernst Haeckel (1834–1919) and remains the single most published illustration in biology texts; no other diagram has proved so prevalent and resilient. Nick Hopwood's Haeckel's Embryos: Images, Evolution, and Fraud takes us on a journey of rich historical insight surrounding the origin and evolution of Haeckel's embryo grid.\u0000\u0000Hopwood is a professor at the University of Cambridge, where he studies embryonic development, the history of biology, and the visual culture of science. Having written a variety of scholarly articles about the history of embryology, Hopwood is no stranger to Haeckel's intriguing story, and Haeckel's Embryos presents a culmination (but not simply a repeat) of his previous publications.\u0000\u0000Hopwood provides the context for us to understand how Haeckel designed his drawings to mediate between a general …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"SE-5 1","pages":"710-711"},"PeriodicalIF":0.5,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84632078","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":"Making Biology Meaningful: Nature of Science Matters","authors":"Allchin Douglas","doi":"10.1525/ABT.2015.77.7.1","DOIUrl":"https://doi.org/10.1525/ABT.2015.77.7.1","url":null,"abstract":"As another school year begins, we often reflect on what we teach and why we teach it. Students are eager to engage in learning, but they often find the typical content irrelevant. Even skilled instructors with buoyant enthusiasm may fail to inspire them. However, students respond to authentic challenges. They readily invest effort in learning about real, substantive issues related to personal and public decision-making, often characterized as central to scientific literacy. Such cases typically revolve around understanding not just scientific concepts, but how science works. They are gateways into learning about the nature of science, or NOS.\u0000\u0000First, survey the news. What is going on that matters to a better society, to our daily lives, and to students? Here is a sample list of topics rich with NOS potential from just one week (from the March 29 issue of Science magazine):","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"59 1","pages":"481-482"},"PeriodicalIF":0.5,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79090396","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: How Come? Every Kid's Science Questions Explained by Kathy Wollard","authors":"K. Pedretti","doi":"10.1525/abt.2015.77.7.12b","DOIUrl":"https://doi.org/10.1525/abt.2015.77.7.12b","url":null,"abstract":"How Come? Every Kid’s Science Questions Explained . By Kathy Wollard. 2014. Workman. (ISBN 978-0-7611-7978-8). 406 pp. Paperback. $16.95\u0000\u0000\u0000\u0000Did you ever wonder how birds sleep? Or why we have eyebrows? Or why, when someone in the room yawns, pretty soon everyone is yawning? This new book by Kathy Wollard is aimed at the inquisitive late elementary and middle school population of kids. It’s a great book to both incite curiosity and answer those reoccurring science questions.\u0000\u0000What is the back story on this creatively titled book? The questions in the book were asked by real kids in Newsday’s “How Come?” column. In 1993, the first How Come? book was published; …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"90 1","pages":"555-555"},"PeriodicalIF":0.5,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78410153","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: The Way of Science: Finding Truth and Meaning in a Scientific Worldview by Dennis R. Trumble","authors":"Paul J. Narguizian","doi":"10.1525/ABT.2015.77.7.12","DOIUrl":"https://doi.org/10.1525/ABT.2015.77.7.12","url":null,"abstract":"The Way of Science: Finding Truth and Meaning in a Scientific Worldview . By Dennis R. Trumble. 2013. Prometheus Books. (ISBN 9781616147563). 346 pp. Paperback. $20.00.\u0000\u0000\u0000\u0000I recently attended a conference in Washington, D.C., where scientists and theologians from around the country got together to discuss the importance of understanding the science of nature through the nature of science (i.e., the processes and mechanisms of science). At a time of critical scientific and human challenges such as climate change, nuclear proliferation, human overpopulation, massive habitat destruction, and the loss of biodiversity, along with constant misinformation in the mass and social media (e.g., alien encounters and chemtrails), The Way of Science: Finding Truth and Meaning in a Scientific Worldview provides a much needed counteractive, and reason to hope for the future. Recent polling data indicate that just over 50% of Americans believe in special creation, and of those polled, about 40% believe that humans lived during the same time as dinosaurs. Although most people appreciate science on a technological level (e.g., the benefits of modern …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"15 1","pages":"554-554"},"PeriodicalIF":0.5,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79747075","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":"Exploring Phytoplankton Population Investigation Growth to Enhance Quantitative Literacy","authors":"E. Baumgartner, Lindsay M. Biga, Karen E. Bledsoe, James Dawson, Julie Grammer, A. Howard, Jeffrey Snyder","doi":"10.1525/ABT.2015.77.4.6","DOIUrl":"https://doi.org/10.1525/ABT.2015.77.4.6","url":null,"abstract":"Quantitative literacy is essential to biological literacy (and is one of the core concepts in Vision and Change in Undergraduate Biology Education: A Call to Action; [AAAS 2009][1]). Building quantitative literacy is a challenging endeavor for biology instructors. Integrating mathematical skills into biological investigations can help build quantitative literacy. In our plankton population laboratory sequence, students test hypotheses about the influence of abiotic factors on phytoplankton populations by sampling experimental and control flasks over multiple weeks. Students track and predict changes in planktonic populations by incorporating weekly sample estimates into population growth equations. We have refined the laboratory protocols on the basis of student commentary and instructor observations. Students have reviewed the lab positively, and approximately one-quarter of them reported building their math skills by participating in the lab.\u0000\u0000 [1]: #ref-1","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"17 1","pages":"265-272"},"PeriodicalIF":0.5,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84683563","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":"Thank You, ABT Reviewers","authors":"W. McComas","doi":"10.1525/abt.2015.77.2.2","DOIUrl":"https://doi.org/10.1525/abt.2015.77.2.2","url":null,"abstract":"I would like to offer my thanks to those individuals listed below for their thoughtful reviews of manuscripts submitted to the American Biology Teacher in 2014. My first year as editor of ABT has been both rewarding and pleasant because of the excellent work of our reviewers and because of the gracious responses from our authors and thanks to the amazing team behind the scenes that has produced a first rate and highly respected journal.\u0000\u0000It has been my sincere pleasure to work with our managing editor Mark Penrose and copyeditor Richard Earles this year supported by the design team including Michelle Finney who does a brilliant job on our covers along with Assistant Editor Kathy Westrich who is both a reviewer but is also in charge of ABT cover art. This year we have expanded our range of commentators and in addition to publishing the thoughts of the NABT president, we regularly invite additional experts to offer their views on important topics in biology and biology education. These invited commentaries now join the wonderful pieces written …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"12 1","pages":"91-91"},"PeriodicalIF":0.5,"publicationDate":"2015-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75350617","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":"Biostatistics in the Popular Press","authors":"W. Stansfield, Matthew A. Carlton","doi":"10.1525/ABT.2014.76.7.2","DOIUrl":"https://doi.org/10.1525/ABT.2014.76.7.2","url":null,"abstract":"Marilyn vos Savant writes a weekly column called “Ask Marilyn” for Parade magazine. In her column of August 18, 2013, she proposed the following problem. Five cats are in a sack: two are tabbies and three are calicos. You let one cat out of the bag, but it runs up a tree before you get a chance to see its color. Then you purposely let out another cat and observe it to be a tabby. What is the probability that the cat in the tree is also a tabby? Marilyn’s answer is 1 chance in 4.\u0000\u0000Many readers wrote to Marilyn, arguing that the correct answer should be 2 out of 5 and that observing the one tabby does …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"106 1","pages":"429-430"},"PeriodicalIF":0.5,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88068801","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":"Students Dig Deep in the Mystery Investigation Soil Lab","authors":"Rachel K Thiet","doi":"10.1525/ABT.2014.76.1.10","DOIUrl":"https://doi.org/10.1525/ABT.2014.76.1.10","url":null,"abstract":"The Mystery Soil Lab, a playful, inquiry-based laboratory project, is designed to develop students’ skills of inquiry, soil analysis, and synthesis of foundational concepts in soil science and soil ecology. Student groups are given the charge to explore and identify a “Mystery Soil” collected from a unique landscape within a 10-mile radius of our university by determining its soil formation and development history, associated plant community, and official taxonomic designation. Student groups have 4 consecutive weeks to conduct the lab assignment using observation and laboratory techniques. After 4 weeks, students present their findings by describing their process of inquiry, soil analysis results, and the conceptual reasoning behind their hypotheses using key course concepts. This project enhances students’ abilities to conduct iterative science using the scientific method, improves foundational knowledge of soil properties and processes, and builds students’ skills and confidence for a subsequent, independent soil ecology research project later in the semester.","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"116 1","pages":"47-52"},"PeriodicalIF":0.5,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76882171","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":"Making a Commitment to NABT","authors":"M. Little","doi":"10.1525/ABT.2013.75.9.1","DOIUrl":"https://doi.org/10.1525/ABT.2013.75.9.1","url":null,"abstract":"With conference quickly approaching, I asked myself the question “Is NABT one of the top three professional organizations I belong to?” I believe this is a question that all of us need to ask ourselves and be able to answer with a resounding yes. For me personally, the answer is yes and I started thinking about all the personal and professional benefits that belonging to the National Association of Biology Teachers (NABT) provides me. There are many benefits for belonging to NABT and the following are some of the benefits I receive from being an active member. In each publication of The American Biology Teacher , there are many articles of interest and teaching ideas that stimulate my thinking. There are reviews written of books, products, and pieces of technology that benefit my students and me as a teacher. At the NABT Conference, I greatly enjoy attending sessions because I discover many new ideas or I see a new twist with an old idea or activity that enhances my students’ learning experience. I find visiting with and attending exhibitor sessions is beneficial because I become aware of new products that may help my teaching and I find it helpful to establish relationships with the exhibitors so …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"17 1","pages":"608-608"},"PeriodicalIF":0.5,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75270584","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}