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An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.
Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?
This is the first edition of the book that focuses on equipping the pre-service and the practicing teachers of biology with the current knowledge and skills in biology education. The book is a response to the demand for such a book by practicing teachers, teacher trainees, and trainers in secondary school biology education.The book targets students training to become biology teachers at the Diploma, undergraduate and postgraduate levels. The book will also be a useful resource material for practicing teachers of biology in secondary schools and quality assurance officers and teacher trainers in universities and colleges. The book is based on the premise that potential teachers of biology are fairly well grounded in the various courses in botany and zoology, which provide more advanced biological knowledge than what is prescribed in the syllabi for secondary schools. The teachers are therefore required to adopt the advanced knowledge to suit the students in secondary schools. This requires the teachers to use professional approaches that facilitate the learning of biology notwithstanding the advanced biological knowledge on the ground. This book is about how we can help learners understand and appreciate the science of life.The book is presented in a simple, clear and Standard English language augmented with diagrammatic illustrations, pictures, and tables that are intended to motivate the reader. The book has also several tasks and exercises to get the readers to reflect on what they read and to further extend their knowledge. In addition, the book provides a summary of the information at the end of each chapter to help the reader recapitulate the content of the chapter.
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Excerpt from The Teaching of Biology in the Secondary School The advances which botany has made in America during the last twenty-five years have been not alone in the science itself and in its economic phases, but also in the field of education. From being an occasional study, it has become in our best schools a constant element in the curriculum. Instead of the superficial examination of the external structures of flowers - a study supposed to be rather of the nature of an accomplishment than a means for wholesome discipline - the good course in botany of the present time presents the important ideas of all the phases of the science, and is based upon the observation and experimentation of living plants. These changes have made necessary the employment of teachers with a special mental equipment for their peculiar task. From being taught incidentally, botany has become the chief concern of a large body of men and women who have received the best training our schools have afforded. The most important criticism which may be made at the present time is that those who enter the profession of teaching in the field of botany, and its allied subject, zoology, do so generally without any special consideration of the problems which they are called upon to face in their work. It is to bring the student face to face with these problems and to prepare him for their intelligent consideration, that this book has been written. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.