During this time we evolved natural ways of learning — namely, learning by doing and experiencing with the senses, the emotions, the body and the mind — learning in-context; which is basically the traditional apprenticeship model. Since the advent of writing years ago, and especially since the industrial-technological revolution began years ago, education has become increasingly decontextualized.
In this analysis, Bio learning curriculum refer to these descriptions as performance statements. I have found it worthwhile to extract performance statements from the Learning Objectives and analyze the frequency at which they occur.
My research has produced a lexicon of performance statements found within the Learning Objectives. I have also calculated frequencies as to how often these statements appear.
I detail the steps of my method in the following section. Method for Refining the AP Biology Learning Objectives removed all numbers and punctuation removed generalized lead in phrases e. The final 13 performance statements retain the language of the original Learning Objectives.
A frequency table was created to indicate the total number of Learning Objectives represented by each performance statement. Significance of the Research The purpose of this analysis is to aid AP Biology teachers as they create performance measures for the new AP Biology course.
The 13 condensed performance statements can serve as stems to create new formative and summative assessment items aligned to the new AP Biology Curriculum. As we design instruction for the new AP Biology course, it will be important to understand and emulate the language of the AP Biology Curriculum Framework.
These practices will encourage students to use the language of science and prepare them for the wording of the AP Biology exam. Results There are two tables listed below that provide data from my analysis. Table 1 was produced after my initial refinement of the Learning Objectives. In this refinement, performance statements that contained identical or nearly identical wording were combined.
The data in Table 2 was created by identifying and merging statements with similar themes. This process involved omitting certain non-specific, general text e. However, it is important to note that essential verbs and phrases e. The frequency for each of the final 13 performance statements is listed as a percent of the total original Learning Objectives.
Conclusion The data in Table 2 reveal an emphasis on certain science skills and practices. The use of representations and models as a tool for describing and utilizing scientific data and concepts received the most emphasis.
It will be important, in my opinion, to ensure that students have a robust understanding of the meaning of representations and models and routinely use them to discuss science concepts.
The second most emphasized science skill is the use of evidence to support scientific claims. Students are also expected to be able to use data to evaluate the validity of evidence.
It will be important for students to practice drawing conclusions from data while being able to justify their predictions with appropriate evidence. The practice of making connections between concepts within and between scientific disciplines is also highly represented in the Learning Objectives.
Other practices represented at a lower frequency include making predictions, describing content, using math, designing plans, posing scientific questions, and comparing and contrasting.Biology - Integrated Course Learning Progression Chart..
7. Students must identify a full-time biology faculty member with the expertise to determine if the cooperative education experience is appropriate for a biology curriculum, approve the learning contract, review the submitted assignments (student report and . professional Studies and Biology Secondary Education Teaching.
Our program prepares students for employment in research, teaching, and the pursuit of advanced degrees in biology or Specific learning outcomes identified for each learning objective are outlined in Appendix 1.
After attending the Gulf Coast Summer Institute on Undergraduate Education in Biology (GCSI) in , we created a framework for continued improvement of team-taught coordinated courses at Xavier to further incorporate active learning principles.
Biology Standards of Learning Curriculum Guide Danville Public Schools, (Revised 10/21/) 4 Biology. The Department of Biology Teaching and Learning aims to discover, apply and share research-based strategies that transform biology education.