Transformations: Approaches to College Science Teaching. By Deborah Allen and Kimberly D. Tanner. 2009. W.H. Freeman. (ISBN 9781429253352). 284 pp. Cloth. $21.95. Can we model scientific practice better through conscientious course design and lecture strategies? Transformations is an up-to-date source book that addresses this question with teaching ideas drawn from the primary literature of the scholarship of teaching and learning (SoTL) and accumulated teacher lore in biology. This book starts from the uncontroversial premise that more active-learning approaches will promote learning in biology courses, but extends this premise toward course engagement and self-reflection about how we interact with our students. The authors have reprinted a series of features they published in CBE--Life Sciences Education. These features, arranged thematically, are intended to be used as independent segments for faculty who want to tool up on particular topics or practices. The volume opens with seven techniques for boosting active learning in lectures, briefly introduced in order of increasing prep time for the instructor. Several of these techniques--especially problem-based learning (PBL), peer-teaching, and cooperative learning--are elaborated upon in later chapters. The second group of chapters outlines ideas about course design, assessment, and content standards, and the reader is directed to more in-depth sources on those topics. For me, some of the most interesting ideas were from the section about student engagement, particularly the chapters about developing cultural competence as well as the practice of framing scientific content with historical or cultural perspectives in order to engage students. Their discussion of cultural competency offered starting points for faculty to self-reflect about our attitudes when working with students whose backgrounds differ from our own. Some of the practices introduced there may stop students from underrepresented groups from switching away from science because they don't see themselves as belonging to the scientific culture. The final chapters emphasize teaching scientists' ongoing development in scientific education. Many of these ideas are attainable by a single faculty member, such as exploring the literature of SoTL or developing partnerships with teachers in P-12 settings. Some chapters are more polemical in nature, particularly in regard to developing the teaching skills of biology graduate students as a systematic element of their training. Surprisingly, offices of teaching and learning that are dedicated to faculty development get no mention in this section. …
{"title":"American Genesis: The Evolution Controversies from Scopes to Creation Science","authors":"E. Karetny","doi":"10.5860/choice.50-0870","DOIUrl":"https://doi.org/10.5860/choice.50-0870","url":null,"abstract":"Transformations: Approaches to College Science Teaching. By Deborah Allen and Kimberly D. Tanner. 2009. W.H. Freeman. (ISBN 9781429253352). 284 pp. Cloth. $21.95. Can we model scientific practice better through conscientious course design and lecture strategies? Transformations is an up-to-date source book that addresses this question with teaching ideas drawn from the primary literature of the scholarship of teaching and learning (SoTL) and accumulated teacher lore in biology. This book starts from the uncontroversial premise that more active-learning approaches will promote learning in biology courses, but extends this premise toward course engagement and self-reflection about how we interact with our students. The authors have reprinted a series of features they published in CBE--Life Sciences Education. These features, arranged thematically, are intended to be used as independent segments for faculty who want to tool up on particular topics or practices. The volume opens with seven techniques for boosting active learning in lectures, briefly introduced in order of increasing prep time for the instructor. Several of these techniques--especially problem-based learning (PBL), peer-teaching, and cooperative learning--are elaborated upon in later chapters. The second group of chapters outlines ideas about course design, assessment, and content standards, and the reader is directed to more in-depth sources on those topics. For me, some of the most interesting ideas were from the section about student engagement, particularly the chapters about developing cultural competence as well as the practice of framing scientific content with historical or cultural perspectives in order to engage students. Their discussion of cultural competency offered starting points for faculty to self-reflect about our attitudes when working with students whose backgrounds differ from our own. Some of the practices introduced there may stop students from underrepresented groups from switching away from science because they don't see themselves as belonging to the scientific culture. The final chapters emphasize teaching scientists' ongoing development in scientific education. Many of these ideas are attainable by a single faculty member, such as exploring the literature of SoTL or developing partnerships with teachers in P-12 settings. Some chapters are more polemical in nature, particularly in regard to developing the teaching skills of biology graduate students as a systematic element of their training. Surprisingly, offices of teaching and learning that are dedicated to faculty development get no mention in this section. …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"304 1","pages":"655"},"PeriodicalIF":0.5,"publicationDate":"2012-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91118289","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}
This month’s editorial is an opportunity for me to point out two important entries in this issue. The first is Rodger Bybee’s Feature Article on the next generation of national biology standards. Many NABT members know Rodger as an active biology educator, a member of the staff and later Executive Director of the BSCS. Rodger was also later called upon to lead in the development of the National Science Education Standards (NSES) at the National Academy of Sciences. About a year ago, I asked Rodger (whom I have known well for over 30 years and …
{"title":"This Month's Feature Article & a New ABT Department","authors":"W. H. Leonard","doi":"10.1525/ABT.2012.74.8.2","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.8.2","url":null,"abstract":"This month’s editorial is an opportunity for me to point out two important entries in this issue. The first is Rodger Bybee’s Feature Article on the next generation of national biology standards. Many NABT members know Rodger as an active biology educator, a member of the staff and later Executive Director of the BSCS. Rodger was also later called upon to lead in the development of the National Science Education Standards (NSES) at the National Academy of Sciences. About a year ago, I asked Rodger (whom I have known well for over 30 years and …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"103 1","pages":"539-539"},"PeriodicalIF":0.5,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83381891","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}
Those of us who have taught biology for many years have probably had many opportunities to discuss possible college majors with our students, especially biology. There are many good reasons why biology is a very popular major on most campuses. I think it is worth revisiting why this is so. The field of biological sciences is absolutely fascinating. Biology easily connects to our everyday lives through the environment, our bodily functions, and our food supply. To me, that makes it one of the easiest subjects to teach, especially if you engage your students in true and active inquiry. There is …
{"title":"Why Major in Biology","authors":"W. H. Leonard","doi":"10.1525/ABT.2012.74.6.3","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.6.3","url":null,"abstract":"Those of us who have taught biology for many years have probably had many opportunities to discuss possible college majors with our students, especially biology. There are many good reasons why biology is a very popular major on most campuses. I think it is worth revisiting why this is so.\u0000\u0000The field of biological sciences is absolutely fascinating. Biology easily connects to our everyday lives through the environment, our bodily functions, and our food supply. To me, that makes it one of the easiest subjects to teach, especially if you engage your students in true and active inquiry. There is …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"94 1","pages":"372-372"},"PeriodicalIF":0.5,"publicationDate":"2012-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87320838","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}
In my September 2011 ABT Editorial that argued that humans are all one race, there was a reference to human evolution beginning some 100 million years ago. The date is obviously incorrect, and a colleague at St. Clair County Community College in Port Huron, Michigan, David Sheldon, astutely called this to my attention. I therefore offer the following synopsis of the chronology of human evolution. This represents the apparent scientific consensus and may be helpful as a teaching tool when addressing human evolution with students. Early hominids (great apes) probably came from apes similar to the chimpanzee ca. 5–10 million years ago. Remains of familiar hominids such as Australopithecus afarensis and A. africanus have …
{"title":"A Short Review of the Chronology for Human Evolution","authors":"W. H. Leonard","doi":"10.1525/ABT.2012.74.3.3","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.3.3","url":null,"abstract":"In my September 2011 ABT Editorial that argued that humans are all one race, there was a reference to human evolution beginning some 100 million years ago. The date is obviously incorrect, and a colleague at St. Clair County Community College in Port Huron, Michigan, David Sheldon, astutely called this to my attention. I therefore offer the following synopsis of the chronology of human evolution. This represents the apparent scientific consensus and may be helpful as a teaching tool when addressing human evolution with students.\u0000\u0000Early hominids (great apes) probably came from apes similar to the chimpanzee ca. 5–10 million years ago. Remains of familiar hominids such as Australopithecus afarensis and A. africanus have …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"78 1","pages":"143-143"},"PeriodicalIF":0.5,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77349589","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}
Pub Date : 2012-03-01DOI: 10.1525/ABT.2012.74.3.2A
S. Offner
One of Mendel’s seven genes in peas is the I gene on chromosome 1. Peas with at least one dominant allele, I, are yellow at maturity, whereas peas with two recessive genes, ii, are green at maturity. In the paper “Mendel’s Peas and the Nature of the Gene: …
{"title":"Letter from Susan Offner","authors":"S. Offner","doi":"10.1525/ABT.2012.74.3.2A","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.3.2A","url":null,"abstract":"One of Mendel’s seven genes in peas is the I gene on chromosome 1. Peas with at least one dominant allele, I, are yellow at maturity, whereas peas with two recessive genes, ii, are green at maturity. In the paper “Mendel’s Peas and the Nature of the Gene: …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"1 1","pages":"141-141"},"PeriodicalIF":0.5,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73675295","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}
Pub Date : 2012-02-01DOI: 10.1525/ABT.2012.74.2.13B
E. Karetny
{"title":"GeneticsThe Wonder of Genetics: The Creepy, the Curious and the Commonplace. By Richard V. Kowles . 2010. Prometheus Books. (ISBN 9781616142148). 337 pages. Hardcover. $25.","authors":"E. Karetny","doi":"10.1525/ABT.2012.74.2.13B","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.2.13B","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"73 1","pages":"125-126"},"PeriodicalIF":0.5,"publicationDate":"2012-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73904003","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}
Pub Date : 2012-02-01DOI: 10.1525/ABT.2012.74.2.13C
C. Hibbitt
Breaking through the Spiral Ceiling . Laura L. Mays Hoopes . 2010. Lulu Publishing. (ISBN 9780557923205). 163 pages. Paperback. $14.00. The primary focus of Laura Hoopes's Breaking through the Spiral Ceiling is narration of her struggle as a woman in science in the 20th century, before, as she says, "men were ready for women in science." Hoopes's career as in biochemical genetics takes her to Goucher College, the Marine Biological Laboratories, Yale University, and Occidental College. Hoopes narrates her progression from the discovery of her passion for cell biology, biochemistry, and "the thrill of research," the refining of her approach to scientific questions, Ph.D. qualifying exams and graduate research, to her role as a researcher, professor, and mentor in her own right. Hoopes also explores the tension between the roles of research …
突破螺旋天花板。劳拉·l·梅斯·霍普斯。2010. 露露出版。(ISBN 9780557923205)。163页。平装书。14.00美元。劳拉·胡普斯(Laura Hoopes)的《突破螺旋天花板》(Breaking through The Spiral Ceiling)一书的主要焦点是讲述她作为一名女性在20世纪在科学领域的挣扎，正如她所说，在那之前，“男性已经为女性在科学领域做好了准备”。胡普斯在生物化学遗传学方面的职业生涯使她去过古彻学院、海洋生物实验室、耶鲁大学和西方学院。Hoopes讲述了她从发现自己对细胞生物学、生物化学的热情和“研究的快感”，到改进自己解决科学问题、博士资格考试和研究生研究的方法，再到成为一名研究员、教授和导师的过程。Hoopes还探讨了研究角色之间的紧张关系……
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Pub Date : 2012-01-01DOI: 10.1525/ABT.2012.74.1.12.B
C. Liptak
{"title":"Venomous Snakes of the World. By Mark O'Shea . 2011. Princeton University Press. (ISBN 9780691150239). 160 pages. Paperback. $19.95.","authors":"C. Liptak","doi":"10.1525/ABT.2012.74.1.12.B","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.1.12.B","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"30 1","pages":"57-58"},"PeriodicalIF":0.5,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73011998","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}
Pub Date : 2012-01-01DOI: 10.1525/ABT.2012.74.1.15
Kathleen Caslow
{"title":"The Great Squeeze: Saving the Human Planet((DVD, 2009, Tiroir A Films Productions, 67 minutes)","authors":"Kathleen Caslow","doi":"10.1525/ABT.2012.74.1.15","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.1.15","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"129 1","pages":"62-63"},"PeriodicalIF":0.5,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73462870","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}
Pub Date : 2012-01-01DOI: 10.1525/ABT.2012.74.1.12.C
Paul R. Petterson
{"title":"March of the Microbes: Sighting the Unseen. By John L. Ingraham . 2010. The Belknap Press of Harvard University Press. (ISBN 9780674035829). 326 pages. Hardcover. $28.95.","authors":"Paul R. Petterson","doi":"10.1525/ABT.2012.74.1.12.C","DOIUrl":"https://doi.org/10.1525/ABT.2012.74.1.12.C","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"46 1","pages":"58-58"},"PeriodicalIF":0.5,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88975065","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}
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