The recent article on Antibiotic Resistance by Richard Stein in ABT (August 2011) attributes a rather astounding achievement to Louis Pasteur—the discovery …
Richard Stein最近在ABT上发表的一篇关于抗生素耐药性的文章(2011年8月)将一项相当惊人的成就归功于Louis pasteur——发现……
{"title":"Discovery of Penicillin","authors":"Steven A. Meger","doi":"10.1525/ABT.2011.73.8.2","DOIUrl":"https://doi.org/10.1525/ABT.2011.73.8.2","url":null,"abstract":"The recent article on Antibiotic Resistance by Richard Stein in ABT (August 2011) attributes a rather astounding achievement to Louis Pasteur—the discovery …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"4 1","pages":"441-441"},"PeriodicalIF":0.5,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90107671","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}
During the little more than two years that I have been the ABT editor, there has been an increase in manuscripts submitted by authors from countries other than the United States. I view this as good news because it means our journal is becoming more international. During this time manuscripts have been received from authors in 19 different countries. Among the countries represented are Argentina, Canada, Chili, …
{"title":"The ABT Is Becoming More International","authors":"W. H. Leonard","doi":"10.1525/ABT.2011.73.8.3","DOIUrl":"https://doi.org/10.1525/ABT.2011.73.8.3","url":null,"abstract":"During the little more than two years that I have been the ABT editor, there has been an increase in manuscripts submitted by authors from countries other than the United States. I view this as good news because it means our journal is becoming more international. During this time manuscripts have been received from authors in 19 different countries. Among the countries represented are Argentina, Canada, Chili, …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"16 1","pages":"442-442"},"PeriodicalIF":0.5,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74119691","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 : 2011-09-01DOI: 10.1525/ABT.2011.73.7.10
M. Flannery
Science is usually seen as a progressive enterprise, with one discovery leading on to the next and then the next. However, this progress isn't always as smooth as it's sometimes assumed to be. Take for example the case of thalidomide, that infamous drug from the 1950s. For those not old enough to remember the story, thalidomide was marketed as a sedative and treatment for morning sickness. While it was never approved for sale in the United States, it was considered so safe in Germany that it was sold as an over-the-counter medication. Then obstetricians began to see an increase in babies born with phocomelia or "seal limb," where the long bones of one or both pairs of limbs fail to develop correctly. These children had limbs that looked like seal flippers: hands or feet attached to the trunk. Phocomelia can be caused by a genetic abnormality, but it is rare. If an obstetrician saw a patient with this defect, it was the type of unusual event to share with a colleague, and the coincidence of one or more colleagues also recently seeing such children led to an investigation into why the abnormality was suddenly becoming more common. It turned out that almost every woman who gave birth to a baby with phocomelia had taken thalidomide early in pregnancy. In all, about 10,000 children, mostly in Europe, were born with the defect before the drug was taken off the market. In the United States, a physician at the Food and Drug Administration had questioned the drug's safety on the grounds of its nervous-system side effects during trials. This slowed its approval long enough that its other flaws were discovered before it could be distributed. The lingering effects of thalidomide are still seen in the now older adults who have lived their …
科学通常被视为一项进步的事业，一个发现引领着下一个发现，然后是下一个发现。然而，这个过程并不总是像人们想象的那样顺利。以沙利度胺为例，它是20世纪50年代臭名昭著的药物。对于那些年纪还不记得这个故事的人来说，沙利度胺是作为一种镇静剂和治疗晨吐的药物销售的。虽然它从未被批准在美国销售，但它在德国被认为是非常安全的，因此被作为非处方药出售。然后，产科医生开始发现，患有先天性畸形或“海豹肢”的婴儿越来越多，即一对或两对四肢的长骨不能正常发育。这些孩子的四肢看起来像海豹的鳍:手或脚附着在躯干上。光秃可以由遗传异常引起，但很罕见。如果一个产科医生看到一个有这种缺陷的病人，这是一种不寻常的事件，应该与他的同事分享。一个或多个同事最近也看到了这样的孩子，这一巧合导致了对为什么这种异常突然变得越来越普遍的调查。结果表明，几乎所有生下患有光秃婴儿的妇女都在怀孕早期服用了沙利度胺。在该药退出市场之前，总共有大约1万名儿童出生时就患有这种缺陷，其中大部分在欧洲。在美国，食品和药物管理局(Food and Drug Administration)的一名医生在试验期间对该药的安全性提出了质疑，理由是它对神经系统有副作用。这拖延了它的审批时间，以至于它的其他缺陷在发行之前就被发现了。沙利度胺的影响仍然存在于现在的老年人身上。
{"title":"All in Good Time","authors":"M. Flannery","doi":"10.1525/ABT.2011.73.7.10","DOIUrl":"https://doi.org/10.1525/ABT.2011.73.7.10","url":null,"abstract":"Science is usually seen as a progressive enterprise, with one discovery leading on to the next and then the next. However, this progress isn't always as smooth as it's sometimes assumed to be. Take for example the case of thalidomide, that infamous drug from the 1950s. For those not old enough to remember the story, thalidomide was marketed as a sedative and treatment for morning sickness. While it was never approved for sale in the United States, it was considered so safe in Germany that it was sold as an over-the-counter medication. Then obstetricians began to see an increase in babies born with phocomelia or \"seal limb,\" where the long bones of one or both pairs of limbs fail to develop correctly. These children had limbs that looked like seal flippers: hands or feet attached to the trunk.\u0000\u0000Phocomelia can be caused by a genetic abnormality, but it is rare. If an obstetrician saw a patient with this defect, it was the type of unusual event to share with a colleague, and the coincidence of one or more colleagues also recently seeing such children led to an investigation into why the abnormality was suddenly becoming more common. It turned out that almost every woman who gave birth to a baby with phocomelia had taken thalidomide early in pregnancy. In all, about 10,000 children, mostly in Europe, were born with the defect before the drug was taken off the market. In the United States, a physician at the Food and Drug Administration had questioned the drug's safety on the grounds of its nervous-system side effects during trials. This slowed its approval long enough that its other flaws were discovered before it could be distributed. \u0000\u0000The lingering effects of thalidomide are still seen in the now older adults who have lived their …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"315 1","pages":"426-429"},"PeriodicalIF":0.5,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78379982","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 : 2011-08-01DOI: 10.1525/abt.2011.73.7.13.b
R. Batorsky
{"title":"Proteus: A Nineteenth Century Vision. (David Lebrun, Icarus Films and First Run Features, 2004)","authors":"R. Batorsky","doi":"10.1525/abt.2011.73.7.13.b","DOIUrl":"https://doi.org/10.1525/abt.2011.73.7.13.b","url":null,"abstract":"","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"34 1","pages":"434-434"},"PeriodicalIF":0.5,"publicationDate":"2011-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84029255","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}
The global media regularly categorize people as members of distinct races. Many state and federal government forms ask you to identify your "race." Among the popular options are "Caucasian," "Hispanic," "Black," "Asian," "Pacific Islander," and "American Indian." But I do not check any of those and instead write on the blank provided "Human." Why? Because all humans are one race: Homo sapiens . There is absolutely no genetic or evolutionary justification for "racial" categories of humans. The concept of race was conceived hundreds of years ago by whites to justify the belief that "the white race" was superior to others. For example, in South Africa, the apartheid movement begun in 1948 by the British and Dutch was practiced primarily to separate whites from other ethnic groups and to create a hierarchy of human superiority. This legal form of racial segregation created the categories "white," "colored" (i.e., any mix between whites and blacks), and "black," meaning native African. The presumption was that whites were superior to colored and colored superior to blacks. This ridiculous division had no genetic basis and, fortunately, ended in 1993 as a result of the brave efforts of Nelson Mandela and others. Here is the biological problem with race. The genetic variation within each of the various ethnic groups of Homo sapiens is greater than that between the various ethnic groups. We are one race, just as dogs ( Canis familiaris ), house cats ( Felis domesticus ), and horses ( Equus caballus ) are. Obviously there are many different breeds of all of these animals and they often have striking differences. (Compare a Saint Bernard with a Chihuahua for an analogy of different human ethnic groups.) Furthermore, the origin of breeds or ethnic groups is more …
{"title":"Check Your Race in the Box Below","authors":"W. H. Leonard","doi":"10.1525/abt.2011.73.7.2","DOIUrl":"https://doi.org/10.1525/abt.2011.73.7.2","url":null,"abstract":"The global media regularly categorize people as members of distinct races. Many state and federal government forms ask you to identify your \"race.\" Among the popular options are \"Caucasian,\" \"Hispanic,\" \"Black,\" \"Asian,\" \"Pacific Islander,\" and \"American Indian.\" But I do not check any of those and instead write on the blank provided \"Human.\"\u0000\u0000Why? Because all humans are one race: Homo sapiens . There is absolutely no genetic or evolutionary justification for \"racial\" categories of humans. The concept of race was conceived hundreds of years ago by whites to justify the belief that \"the white race\" was superior to others. For example, in South Africa, the apartheid movement begun in 1948 by the British and Dutch was practiced primarily to separate whites from other ethnic groups and to create a hierarchy of human superiority. This legal form of racial segregation created the categories \"white,\" \"colored\" (i.e., any mix between whites and blacks), and \"black,\" meaning native African. The presumption was that whites were superior to colored and colored superior to blacks. This ridiculous division had no genetic basis and, fortunately, ended in 1993 as a result of the brave efforts of Nelson Mandela and others. \u0000\u0000Here is the biological problem with race. The genetic variation within each of the various ethnic groups of Homo sapiens is greater than that between the various ethnic groups. We are one race, just as dogs ( Canis familiaris ), house cats ( Felis domesticus ), and horses ( Equus caballus ) are. Obviously there are many different breeds of all of these animals and they often have striking differences. (Compare a Saint Bernard with a Chihuahua for an analogy of different human ethnic groups.) Furthermore, the origin of breeds or ethnic groups is more …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"17 1","pages":"379-380"},"PeriodicalIF":0.5,"publicationDate":"2011-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80141050","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}
A few months ago, there was a call for an editor of a new ABT department, Classroom Materials Reviews. We received over a dozen applications from very qualified candidates, resulting in the appointment of Chris Monsour. Applicants were asked to describe what they believed to be one or two major challenges for teachers of biology. I would like to share some of those in this editorial. Thank you, CMR applicants, for giving me a rich source of thoughts. The challenges essentially factored to the eight listed here. The challenges were also in two groups: three that are probably common to all of K–16 education and five that were more specific to the sciences and to biology in particular. You will see that many of these challenges are interrelated. Here they are:
{"title":"Eight Big Challenges for Effective Student Learning of Biology","authors":"W. H. Leonard","doi":"10.1525/ABT.2011.73.5.2","DOIUrl":"https://doi.org/10.1525/ABT.2011.73.5.2","url":null,"abstract":"A few months ago, there was a call for an editor of a new ABT department, Classroom Materials Reviews. We received over a dozen applications from very qualified candidates, resulting in the appointment of Chris Monsour. Applicants were asked to describe what they believed to be one or two major challenges for teachers of biology. I would like to share some of those in this editorial. Thank you, CMR applicants, for giving me a rich source of thoughts. The challenges essentially factored to the eight listed here. The challenges were also in two groups: three that are probably common to all of K–16 education and five that were more specific to the sciences and to biology in particular. You will see that many of these challenges are interrelated. Here they are:","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"52 1","pages":"258-259"},"PeriodicalIF":0.5,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73792174","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 : 2011-04-01DOI: 10.1525/ABT.2011.73.4.13.C
Sandhya N. Baviskar
The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices . By Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman and Lynne M. Herr . 2009. Springer (ISBN 9789048132140). 211 pp. Hardcover. $139.00. This is an excellent book about how learners learn and behave in a classroom and how this understanding about learning could be put to use by teachers for effective teaching. The authors present the Unified Learning Model (ULM), which is based on three basic principles of learning, namely working memory allocation, prior knowledge, and motivation. The book is divided into two parts. In the first, the basic principles of ULM that cause learning are described in detail, and in the second part application of the model to develop effective teaching and learning strategies is discussed. There are several learning theories and models in contemporary education literature that have created conflicts and confusion in the minds of teachers and education researchers because these theories use different vocabulary and explain only certain aspects of learning phenomena. The ULM is an attempt to connect different learning theories and encompass almost all the aspects of learning. The authors explain with clarity the three basic principles of learning and their connection to form the ULM. The first chapter is a brief introduction to the ULM. In chapter 2, "Learning," the authors do an excellent job of explaining …
{"title":"Review: The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices","authors":"Sandhya N. Baviskar","doi":"10.1525/ABT.2011.73.4.13.C","DOIUrl":"https://doi.org/10.1525/ABT.2011.73.4.13.C","url":null,"abstract":"The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices . By Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman and Lynne M. Herr . 2009. Springer (ISBN 9789048132140). 211 pp. Hardcover. $139.00. \u0000\u0000This is an excellent book about how learners learn and behave in a classroom and how this understanding about learning could be put to use by teachers for effective teaching. The authors present the Unified Learning Model (ULM), which is based on three basic principles of learning, namely working memory allocation, prior knowledge, and motivation. The book is divided into two parts. In the first, the basic principles of ULM that cause learning are described in detail, and in the second part application of the model to develop effective teaching and learning strategies is discussed. There are several learning theories and models in contemporary education literature that have created conflicts and confusion in the minds of teachers and education researchers because these theories use different vocabulary and explain only certain aspects of learning phenomena. The ULM is an attempt to connect different learning theories and encompass almost all the aspects of learning. The authors explain with clarity the three basic principles of learning and their connection to form the ULM.\u0000\u0000The first chapter is a brief introduction to the ULM. In chapter 2, \"Learning,\" the authors do an excellent job of explaining …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"25 1","pages":"248-249"},"PeriodicalIF":0.5,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90327548","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}
The teaching portfolio (Seldin, 2004) has gained increasing acceptance beyond the United States as a means of documenting college teaching performance. For examples, see Tenhula (1993; Finland), the Centre for Excellence in Learning and Teaching (2002; Ireland), and Cosser (2002; South Africa). Hutchings and Schulman (1999) added "learning" to the phrase "teaching portfolio" to emphasize the outcomes of teaching in addition to the traditional display of an educator's achievements covered by Boyer's (1990) concepts in the scholarship of teaching. In the United States, the importance of learning outcomes to higher education was brought to the attention of the public through the Spellings Report (U.S. Department of Education, 2006). As a faculty member returning to the classroom after more than two decades of service as an academic administrator, I am well aware of how extensive the accountability shift from a focus on teaching to a focus on learning has been, without needing to read the Spellings Report. …
{"title":"Rethinking the Teaching Portfolio in a Learning-Outcomes Climate","authors":"R. Loeb","doi":"10.1525/ABT.2011.73.4.2","DOIUrl":"https://doi.org/10.1525/ABT.2011.73.4.2","url":null,"abstract":"The teaching portfolio (Seldin, 2004) has gained increasing acceptance beyond the United States as a means of documenting college teaching performance. For examples, see Tenhula (1993; Finland), the Centre for Excellence in Learning and Teaching (2002; Ireland), and Cosser (2002; South Africa). Hutchings and Schulman (1999) added \"learning\" to the phrase \"teaching portfolio\" to emphasize the outcomes of teaching in addition to the traditional display of an educator's achievements covered by Boyer's (1990) concepts in the scholarship of teaching. In the United States, the importance of learning outcomes to higher education was brought to the attention of the public through the Spellings Report (U.S. Department of Education, 2006).\u0000\u0000As a faculty member returning to the classroom after more than two decades of service as an academic administrator, I am well aware of how extensive the accountability shift from a focus on teaching to a focus on learning has been, without needing to read the Spellings Report. …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"26 1","pages":"205-205"},"PeriodicalIF":0.5,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88014799","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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