Anna Uitto Senior lecturer in biology education Department of Applied Sciences of Education...
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Anna UittoSenior lecturer in biology educationDepartment of Applied Sciences of Education University of HelsinkiFINLAND
National core curriculum and biology education in the Finnish secondary school
2EMBO workshop, biology education, Heidelberg, 2006
EMBO workshop ‘From School to University’
11–13 May 2006, EMBL, Heidelberg, Germany
The aim of this lecture is to describe: What are the general aims and challenges of biology
education? What kind of working approaches are suggested?
How the development of students’ scientific knowledge, thinking and skills are taken to account in National Core Curriculum of Finnish Secondary School?
3EMBO workshop, biology education, Heidelberg, 2006
Back to basics - what is the nature of biology as science?
The big questions of biology (Ernst Mayr 1997)For instance:
What? - the structure What is a bird (for instance a swallow)?
How? - the functionHow swallows fly? How is a migrant bird?
Why? - the ultimate or proximate reasons for biological phenomena Why swallows fly? Why swallows migrate to Africa? (The ultimate,
evolutive reason) Why swallows migrate now? (Proximate reason; e.g. the weather)
4EMBO workshop, biology education, Heidelberg, 2006
What is the nature of biology education?
Big questions of biology education:
Knowledge – what are the essential concepts that should be learned?
Thinking skills – how students should learn to use biological concepts?
Working skills – how and what students should learn to plan and carry
out small-scale biological investigations independently?
Interest and attitudes – how to enhance students interest and positive
attitudes towards science and work in science?
5EMBO workshop, biology education, Heidelberg, 2006
Biological concepts and conceptualization
Hierarchical knowledge structure
Concepts are basic units for thinking
Human body (structure) Organ systems Digestive system Small intestine Intestinal cells Cell organs
Enzymes
Human body (function) Digestion Degradation of carbon hydrates
Entzymatic activity
Human body (evolution) Mammals
Heterotrophy Omnivory
Conceptualization is the forming of organized constructions of biological concepts
6EMBO workshop, biology education, Heidelberg, 2006
The difficulties to understand biological concepts, examples
(Eloranta et al. 2005 and Uitto unpubl.)
Lower secondary school (grades 7- 9) Cell biology and genetics: cells, mitosis, gene, genetic
information, chromosomes, heredity phenomena Plant physiology; water management of plants
Upper secondary school (grades 10-12) Anaerobic and aerobic respiration Human physiology: reproduction, menstruation, relation between
the functions of blood circulation and digestion systems Plant physiology; water management of plants Biotechnics
Conceptualization, the ‘How’ and ‘Why’ questions: How energy flows and elements cycle within the nature? Why photosynthesis is important for the life on earth? Why fish are adapted to live in the water?
7EMBO workshop, biology education, Heidelberg, 2006
Dimensions of ‘inquiry-based learning’
(modified from Wellington 1998)
CLOSED PROBLEM(one working approach, one right answer)
OPEN PROBLEM(many working approaches, several
solution possibilities)
STUDENT-CENTERED(the student
formulates the research questions)
TEACHER-CENTERED(the teacher
formulates the research questions)
STRUCTURED AND GUIDED WORKING
(Control in every stage of working)
UNSTRUCTURED WORKING
(No guidelines, no control of
working)
‘Traditional approach’
‘Constructivistic approach’
8EMBO workshop, biology education, Heidelberg, 2006
Example of inquiry-based learning environment;
modified from 5E model by R.Bybee (2004)
Teacher Engage: demonstrates the
phenomenon, arouses curiosity
Explore: helps to carry out investigation
Explain: Connect students explanations to science, scientific explanations
Elaborate: Helps students to transfer their new knowledge and skills to similar situations
Evaluate: Assess students learning and own work
Students Engage; meet kognitive conflict,
want to know more, state questions, hypotheses, team work
Explore: make their own small- scale investigations, report the results
Explain: Describe the results and causalities, make concepts
Elaborate: Try to adjust their new knowledge and skill in new situations
Evaluate: Assess own learning and what has been learned
9EMBO workshop, biology education, Heidelberg, 2006
Problem-based learning (PBL) Example 1
‘How abiotic factors regulate plant growth?’ 22 - experiment
Experimental unit 2Experimental unit 1
Experimental unit 3 Experimental unit 4
10EMBO workshop, biology education, Heidelberg, 2006
Problem-based learning (PBL) Example 2
“What would happen to the fish in the closed enclosure within a
day, week or month?”
Light Light, plants Light, plant, other fish
Darkness, plant, other fish
11EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum and biology education
How the development of students’ knowledge and analytical
thinking are taken into account in biology education?
What kind of working approaches are suggested?
12EMBO workshop, biology education, Heidelberg, 2006
Biology education and the Finnish school system
Grade 1 2 3 4 5 6 7 8 9 10 11 12 Pupils’ age
7 8 9 10 11 12 13 14 15 16 17 18
Level primary school lower secondary school
upper secondary school
Comprehensive school, Basic education Science subjects
Integrated: Environmental and natural studies is a subject group comprising the fields of biology, geography, physics, chemistry, and health education. Altogether 9 hours
Integrated: Biology and geography 3 hours Integrated Physics and chemistry 2 hours
Separate: Biology 3,5 hours Geography 3,5 hours Physics 3,5 hours Chemistry 3,5 hours Health education 3 hours
Separate: Biology 2+3 course Geography 2+2 course Physics 1+7 course Chemistry 1+4 course Health education 1+2 course
Compul-sory/ Optional
C C+O O
13EMBO workshop, biology education, Heidelberg, 2006
The structure of National Core Curriculum
Biology education in the lower secondary school is defined byNational Core Curriculum for Basic Education (2004)
Biology education in the upper secondary school is defined byNational Core Curriculum for Secondary Schools (2003)
Assessment During the course of studies
During a biology course (diagnostic, formal) After the course (summative) In the end of a grade (progress in in studies) Final assessment at the end of the comprehensive school and the upper secondary school
The grade depicts the level of performance10=excellent, 9=very good, 8=good, 7=satisfactory, 6=moderate, 5=adequate, 4=fail
Verbal assessment
14EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Basic Education
Grades 7-9
Goals of instruction: Develop pupils knowledge of nature Understanding of basic natural phenomena Environmental awareness and responsibility
Gore contents: Introduction to evolution Fundamentals of ecology Structure and function of human being Environmental protection
Biology instruction: Inquiry-based learning Develop thinking skills in natural sciences Observation and investigation of nature Positive experiences of nature studies
15EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Basic Education
Core contents in biology education for grades 7-9
Compulsory courses have to contain core contents: Nature and ecosystems Life and evolution The human being The common environment
Inquiry-based approach is assumed at least: Independent research on one ecosystem Investigating the status of, and changes in, one’s immediate
environment
16EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Basic Education
Final assessment criteria for a grade of 8 (good)
Grades 7-9
Biology study skills use microscope when studying samples work in a laboratory in accordance with the instructions given how to collect plants as directed carry out small-scale investigations independently (forest,
aquatic or marsh ecosystems)
Nature and ecosystems Life and evolution The human being The common environment
17EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Secondary schools
Grades 10-12
General goals Provide students with an understanding;
of the structure and development of organic world human being as a part of organic world and the significance
of human activity to the environment the opportunities of the life sciences to promote the well-
being of humanity, other living organisms, and living environments
Instruction will develop; students scientific thinking arouse their interest in the life sciences encourage them to behave an environmentally responsible
manner so as to sustain natural diversity
18EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Secondary schools
Compulsory courses for grades 10-12
1. Organic world (BI1)
Core contents Biology as science Manifestations of natural diversity Evolution – the development of life How does nature work?
2. Cells and heredity (BI2)
Core contents The cell as a basic unit of life Cell energy metabolism Regulation of cell functions Cell reproduction Basics of inheritance Population genetics and the synthetic theory of evolution
19EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Secondary schools
Speciation courses for grades 10-12
1. Environmental ecology (BI3) – core contents Ecological research Biodiversity and its significance Ecological environmental problems, reasons and potential solutions Vulnerability of Finnish nature A sustainable future
2. Human biology (BI4) - core contents Special characteristics of human cells and tissues Structures, functions and significance of organ systems Regulation of vital functions Human reproduction Significance of genetic heritage Adaptation and defence mechanisms of organ systems
20EMBO workshop, biology education, Heidelberg, 2006
3. Biotechnolgy (BI5) - Core contents Cell ultrastructure and intercellular communication Cells as protein-makers Gene functions Genetic engineering and its opportunities Microbes and their significance Industrial technology Plant and animal breeding Ethics and legislation in genetic engineering
National Core Curriculum for Secondary schools
Speciation courses for grades 10-12
21EMBO workshop, biology education, Heidelberg, 2006
National Core Curriculum for Secondary schools 2003
AssessmentCompare to EMBO question: ‘What knowledge and skills do school-leavers
need in order to embark on a university degree in the biosciences, and later turn into good researchers?
Knowledge assessment Abilities to master and use key biological concepts Applying biological knowledge Understanding the laws of natural science and causal relationships Insight into the significance of interdependencies Perception of extensive wholes
Skills assessment Aptitude for scientific work Team behaviour Ability to use different sources for acquisition of biological
information Assess information critically Proven interest in different areas of biology may also be taken into
account as part of assessment
22EMBO workshop, biology education, Heidelberg, 2006
Conclusions I
“What knowledge is important and what analytical thinking must they develop at school?”
Knowledge and concepts understanding of biological concepts conceptualization of biological entities
The nature of biology as science understanding biology as science (what, how, why questions) how biology differs from chemistry and physics, and what they
have in common
Scientific method skills to state questions about biological phenomena skills to plan and carry out small-scale experiments skills to independent work and skills to team work
Motivation and interest to know and learn more on biological phenomena
23EMBO workshop, biology education, Heidelberg, 2006
Conclusions II
What could biology education in the secondary school offer?
Expert teachers high-quality teacher education in the university; subject
mastery, good skills in biology education
High-quality teaching and learning environments at school; basic working facilities (laboratory and field work equipments)
High-quality teaching and learning material for teachers and students
Possibilities to out-of-school education: visits, co-operation and learning for instance in biological research institutions (Uitto et al. 2006)
Information on possibilities of research in biology as future career
25EMBO workshop, biology education, Heidelberg, 2006
References:
Bybee, R. W. (2004). Scientific Inquiry and Science Teaching. In L. Flick, L. & N. G.Lederman (Eds.), Scientific inquiry and nature of science implications forteaching, learning, and teacher education (volume 25, pp. 1 – 14). Series: Science & Technology Education Library, Dordrecht: Kluwer.
Eloranta, V., Jeronen, E., Palmberg, I. (2005). ‘Make biology living. The dicactics of biology’. [Biologia eläväksi. Biologian didaktiikka]. Jyväskylä: PS-kustannus, 312 - 317. In Finnish.
Mayr, E. (1997). This is Biology: The Science of the Living World. Harvard University Press.
Wellington, J. 1998. Secondary Science. Contemporary issues and Practical Approaches. London: Routledge.
National Core Curriculum for Basic Education 2004. Finnish National Board of Education.
National Core Curriculum for Secondary Schools 2003. Finnish National Board of Education.
Uitto, A., Juuti, K., Lavonen, J. & Meisalo, V. (2006) Students interest in biology and their out-of-school experiences. Journal of Biology education: 124-129 (in press).
26EMBO workshop, biology education, Heidelberg, 2006
Applying in Faculty of Bioscieces, University of Helsinki
Student selection in different degree programs, requirements:
Marticulation examination in upper secondary school
Points can be attained from examination in biology, chemistry,
physics and geography (degree program in biology)
Points can be attained from examination of biology, chemistry and
physics (degree programs in biochemistry and Biotechnology
Master Programme (HEBIOT)
Entrance examination