High-School Biology Today and Tomorrow -- Copyright -- PREFACE -- Contents -- PART I OPENING ADDRESS AND RESPONSES -- 1 Opening Address -- References -- 2 Changing Conceptions of the Learner: Implications for Biology Teaching -- References -- 3 Literacy, Numeracy, and Global Ecology -- Reference -- 4 All Is for the Best in the Best of Possible Worlds." -- THE CONTENT -- SPECIFICS -- Point 1 -- Point 2 -- Point 3 -- Point 4 -- References -- 5 The Scientific Revolution in Medicine: Implications for Teachers of High-School Biology -- ONE APPROACH TO TEACHING BIOLOGY -- HUMAN DISEASES AS EXAMPLES IN BIOLOGY -- DNA as Carrier of Genetic Information -- Use of Enzymes for Study of DNA -- Genetic Linkage -- Genetic Analysis of Colon Cancer -- THE HUMAN GENOME MAPPING PROJECT -- CONCLUSION -- References -- 6 High-School Biology Training: A Prospective Employer's View -- INTRODUCTION: THE PROBLEM -- SHOULD BIOLOGY BE TAUGHT IN HIGH SCHOOL? -- WHO SHALL BE TAUGHT?-AND WHY? -- WHAT SHOULD BE TAUGHT? -- CONCLUSION -- PART II OBJECTIVES OF BIOLOGY EDUCATION AND MEASUREMENT OF ACHIEVEMENT -- 7 Issues in Objectives and Evaluation -- GOALS, OBJECTIVES, AND OUTCOMES -- EVALUATION STUDIES -- BIOLOGY TEACHERS -- EVALUATION IN HIGH-SCHOOL BIOLOGY -- CONCLUDING REMARKS -- References -- 8 Assessing Student Understanding of Biological Concepts -- CONCEALING STUDENTS' IGNORANCE -- Don't Give Them Time to Forget -- Report Scores in Numerical Form -- Focus on Efficiency and Reliability at the Expense of Validity -- DEVELOPING BETTER ASSESSMENTS OF BIOLOGICAL KNOWLEDGE AND LEARNING -- Describing Students' Knowledge and Learning -- Structure -- Functions -- Development -- Developing Tests and Analysis Procedures -- Uses of the Assessment Procedures -- CONCLUSION -- References -- 9 The Advanced-Placement Biology Examination: Its Rationale, Development, Structure, and Results.

DEVELOPMENT OF THE AP BIOLOGY COURSE AND EXAMINATION -- COURSE DESCRIPTION -- STRUCTURE OF THE EXAMINATION -- RESULTS -- SUMMARY -- References -- 10 The Development of Interest in Science -- MEASUREMENT OF INTEREST IN SCIENCE -- SOME FACTORS ASSOCIATED WITH ATTITUDE TOWARD SCIENCE -- A MULTIVARIATE MODEL -- CONCLUSIONS AND RECOMMENDATIONS -- References -- 11 What High-School Juniors Know about Biology: Perspectives from NAEP, the Nation's Report Card -- LEVELS OF PROFICIENCY -- RESULTS BY SEX AND RACE-ETHNICITY ON THE LIFE-SCIENCES SUBSCALE -- SELECTED ITEM-BY-ITEM RESULTS -- Ecological Relationships -- Cell Structures and Functions -- Energy Transformation -- Genetics -- SUMMARY -- References -- 12 The NABT-NSTA High-School Biology Examination: Its Design and Rationale -- EVOLUTION OF THE BIOLOGY TEST -- A Standardized Test For First-Year High School Biology Rationale and Statement of Purpose -- VALIDATION BY THE MEMBERSHIP -- TEST CONSTRUCTION -- THE RESULTS ARE IN -- CONTINUED CHANGE THROUGH TIME -- A PEEK INTO STUDENTS' MINDS -- OTHER VARIABLES IN THE TESTING PROCESS -- FUTURE TESTING -- Reference -- PART III CURRICULUM: PERSPECTIVES AND CONTENT -- 13 The Evolution of Biology and Adaptation of the Curriculum -- References -- 14 Human Ecology: Restoring Life to the Biology Curriculum -- REFORM IN SCIENCE EDUCATION -- HUMAN ECOLOGY -- INSTRUCTION -- THE LOYAL OPPOSITION -- AN INTERNATIONAL PERSPECTIVE -- EVOLUTION OR REVOLUTION -- References -- 15 Developing a Synthesis Between Seventh-Grade Life Science and Tenth-Grade Biology -- References -- 16 Biology Education: Asking the Right Questions -- HOW MUCH BIOLOGY SHOULD BE TAUGHT? -- WHAT CAN WE LEARN FROM THE PAST? -- WHAT KIND OF BIOLOGY SHOULD BE TAUGHT? -- WHAT IS THE SOCIAL IMPORTANCE OF BIOLOGY EDUCATION? -- References -- PART IV INSTRUCTIONAL PROCEDURES AND MATERIALS.

17 To Weed or to Cultivate-Which? -- References -- 18 Biology Learning Based on Illustrations -- IMPORTANCE OF ILLUSTRATIONS TO TEXTBOOKS -- INCREASED COMPLEXITY OF ILLUSTRATIONS -- SUBTLETIES OF ILLUSTRATION DESIGN -- CURRENT DIRECTION OF ILLUSTRATIONS -- IMPORTANCE OF VISUAL LITERACY -- MAXIMIZING ILLUSTRATION EFFECTIVENESS -- SUGGESTIONS FOR THE FUTURE -- References -- 19 Teaching High-School Biology: Materials and Strategies -- WHOM ARE WE TEACHING BIOLOGY? -- CHARACTERISTICS OF STUDENTS -- WHAT SHOULD WE TEACH? -- TEXTBOOKS -- TECHNOLOGY -- HyperCard -- Microcomputer-Based Laboratory (MBL) -- Models and Simulations -- TEACHING -- Human Ecology and the Biology Laboratory -- Study of Significant Problems -- Study of Ecosystems -- Holistic Methods of Study -- Integrative Study -- Development and Learning -- Perspectives of Space, Time, and Causal Relations -- An Instructional Model -- Engagement -- Exploration -- Explanation -- Elaboration -- Evaluation -- References -- 20 A New Kind of Museum of Natural History as an Instrument of Informal High-School Education in Bi ... -- 21 Messing about in Science: Participation, Not Memorization -- INTRODUCTION -- RESEARCH ON STUDENT LEARNING -- A NEW TYPE OF SCIENCE CURRICULUM -- WHAT MIGHT THIS CURRICULUM DESIGN SUGGEST? -- Can Data Collection and Analysis Provide an Effective Backbone around Which to Study Science? -- Can Inquiry-Based Instruction Help a Larger Proportion of Students to Feel Confident about Their Abi ... -- Can Technology Enhance Inquiry in the Science Classroom? -- Can the Work of a Science Classroom Generate Community Interest? -- Can the Work of a Science Classroom be of Interest to the Scientific Community? -- CONCLUSION -- References -- PART V TEACHER PREPARATION -- 22 Biology Teacher Education: Panacea or Pitfall -- References -- 23 Professional Teachers for High-School Biology.

A MATTER OF PERSPECTIVE -- CERTIFICATION -- TEACHER KNOWLEDGE: CONTENT -- TEACHER KNOWLEDGE: PEDAGOGY -- Pedagogical Knowledge of Teaching -- Pedagogical Knowledge of Content -- The Role of Theory -- Continued Professional Development -- THE TEACHING PROFESSION -- ACKNOWLEDGMENTS -- References -- 24 Biology Teacher Training: Preparing Students for Tomorrow -- References -- 25 Standards for the Preparation and Certification of Biology Teachers -- INTRODUCTION -- USES OF TEACHER PREPARATION AND CERTIFICATION STANDARDS -- THE GREAT DEBATE -- IMPLEMENTATION OF PROFESSIONAL STANDARDS -- NSTA'S PROGRAM TO CERTIFY INDIVIDUAL SCIENCE TEACHERS -- ALTERNATIVE CERTIFICATION PROGRAMS-GOOD NEWS AND BAD NEWS -- QUO VADIS? ISSUES TO BE ADDRESSED AND RESOLVED -- References -- 26 Current Issues in Biology Education for Teachers -- THE BIOLOGY-CONTENT COMPONENT OF THE TEACHER-EDUCATION CURRICULUM -- Breadth and Depth of Content -- The "Content" Issue and the Curriculum -- POTENTIAL EFFECTS OF THE HOLMES GROUP REPORT ON THE RECRUITMENT OF TEACHERS FROM MINORITY GROUPS -- Overview of the Holmes Group Proposals -- Implications of the Recommendations -- Minority-Group Teacher Recruitment: The Need and Some Proposed Solutions -- References -- PART VI ACCOMPLISHING CURRICULAR CHANGES-INSTITUTIONAL BARRIERS -- 27 Educational Reform? Are We Serious? No, but We Had Better Be. -- References -- 28 Institutional Barriers to School Change -- INTRODUCTION -- EXTERNAL BARRIERS TO SCHOOL CHANGE -- Growth -- CENTRALIZATION -- POLITICIZATION -- IMPLICATIONS -- INTERNAL BARRIERS TO SCHOOL CHANGE -- SUMMARY -- ACKNOWLEDGMENT -- References -- 29 State Policy Tools for Educational Reform-Barriers or Levers for Change? -- HISTORY OF RECENT EDUCATIONAL REFORM -- IMPACT OF RECENT REFORMS -- THE NATURE OF THE POLICY PROCESS -- THE NEW REFORM AGENDA -- DEVELOPING NEW POLICY ENVIRONMENTS.

SUMMARY -- References -- 30 Different Schools: Same Barriers -- SCHOOL TRADITION -- Structure of the Day -- Teacher Schedule -- Teacher Isolation -- Teacher Instruction -- Artificial Separation of the Sciences -- State Certification -- Sex Roles -- Tracking -- TEXTBOOKS -- MONETARY CONSTRAINTS -- Resources -- Time -- Average Teacher Load -- Conferences -- STANDARDIZED TESTING -- UNIVERSITY PREPARATION -- PRESERVICE EDUCATION -- PROFESSIONAL IN-SERVICE EDUCATION -- ADMINISTRATION -- TEACHER ATTITUDES -- CONCLUSION -- ACKNOWLEDGMENTS -- References -- PART VII ACCOMPLISHING CURRICULAR-IMPLEMENTATION -- 31 Problems and Issues in Science-Curriculum Reform and Implementation -- References -- 32 Changing Practice in High Schools: A Process, Not an Event -- DEVELOPMENT VS. IMPLEMENTATION -- STEREOTYPES ABOUT HIGH SCHOOLS -- Myth 1: -- Myth 2: -- Myth 3: -- Myth 4: -- Myth 5: -- STUDIES OF CHANGE FROM THE TEACHER'S POINT OF VIEW -- Stages of Concern -- Levels of Use -- ADAPTATIONS IN THE INNOVATION -- THE PRINCIPAL -- THE DEPARTMENT HEAD -- BACK TO THE HIGH SCHOOL -- EXTERNAL FACILITATORS -- SUMMARY AND RECOMMENDATIONS -- References -- 33 Change in Schools: A Context for Action -- A SYSTEM PERSPECTIVE OF SCHOOLS -- THE ECOLOGY OF A LEARNING ENVIRONMENT -- CHANGE IS SYSTEMIC -- Change is a Process -- BELIEFS ABOUT TEACHING AND LEARNING -- THE HIGH SCHOOL AS A CONTEXT FOR ACTION -- References -- 34 Creating and Nurturing Curriculum Changes: Some Models That Speak to the Future -- CURRICULAR CHANGE -- Change As an End -- The School's Mechanisms for Change -- Stability in Curriculum -- Crisis, Stability, and Change -- The Current Crisis -- Teachers and Curricular Change -- Training and Its Problems -- Political Forces Frustrating Change -- Administrative Frustration with Change -- THE CRDG MODEL -- Resources -- Research -- The University Setting Advantage.

Development and Trial Procedures of CRDG.