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By: Susan Koba with Anne Tweed
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$27.16 - Member Price
$33.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9781933531410 33.95 Hard-to-Teach Biology Concepts: A Framework to Deepen Student Understanding http://www.nsta.org//images/products/shrinked/140/PB238X.jpg
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Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Average Rating: | 
based on 1 review |
| Publication Title: | Hard-to-Teach Science Concepts Series |
| Publication Date: | 5/22/2009 |
| Pages: | 350 |
| Stock Number: | PB238X |
| ISBN: | 978-1-93353-141-0 |
| Grade Level: | High School |
| Read Inside: | Read a sample chapter: Molecular Genetics: Proteins and Genes |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review] |
Description
This well-researched book provides a valuable instructional framework for high school biology teachers as they tackle five particularly challenging concepts in their classrooms—meiosis, photosynthesis, natural selection, proteins and genes, and environmental systems and human impact. The author counsels educators first to identify students’ prior conceptions, especially misconceptions, related to the concept being taught, then to select teaching strategies that best dispel the misunderstandings and promote the greatest student learning.
The book is not a prescribed set of lessons plans. Rather it presents a framework for lesson planning, shares appropriate approaches for developing student understanding, and provides opportunities to reflect and apply those approaches to the five hard-to-teach topics. More than 300 teacher resources are listed.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Photosynthesis
Natural selection
Chromosomes
DNA
Genes
Protein synthesis
Environmental change
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| Intended User Role: | Curriculum Supervisor, High-School Educator, Professional Development Provider, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Integrating technology, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies |
Contents
Introduction
Part I: The Toolbox: A Framework and Strategies
Chapter 1. A Planning Framework to Address Conceptual Change
• Why Are There Hard-to-Teach Biology Concepts?
• Introducing the Planning Framework
• The Research Behind the Framework
• Organization of the Book
• Caveats and Clarifications About the Book
-Preconceptions
-Implementing Strategies
-Brain Research and Student Beliefs
-What We Can’t Cover Comprehensively
Chapter 2. Instructional Approaches to Promote Student Understanding
• What Will and Will Not Be Covered
• Connecting Research to Practice
-Perspectives on Science
-Conceptual Learning
-How Research Guided This Book’s Organization
• The Instructional Strategy Sequencing Tool
• Metacognitive Approach Tools
• Standards-based Approach Tools
-Inquiry Tools
-History and Nature of Science Tools
• Sense Making: Linguistic and Non-Linguistic Representational Tools
• A Note on Technology
• Some Thoughts on Assessment
• Resources
• Endnotes
Part II: Toolbox Implementation: The Framework and Tools Put into Practice
Chapter 3: Reproduction: Meiosis and Variation
• Why This Topic?
• What Will and Will Not Be Covered…
• Case Study: Setting the Stage
• The Framework: Predictive Phase
-What Is the Conceptual Target?
-What Is a Logical Learning Sequence?
-What Criteria Should We Use to Determine Understanding?
-Summary of the Predictive Phase
-Reflection and Application
• The Framework: Responsive Phase
-Identifying Preconceptions
-Eliciting and Confronting Preconceptions, Sense Making, and Demonstrating Understanding
• Chapter Summary
• Resources
• Endnotes
Chapter 4: Flow of Energy and Matter: Photosynthesis
• Why This Topic?
• Minds of Our Own Scenario – Setting the Stage
• What Will and Will Not Be Covered…
• The Framework: Predictive Phase
• The Framework: Responsive Phase
-Identifying Preconceptions
-Eliciting and Confronting Preconceptions
-Completing the Responsive Phase: Sense Making and Demonstrating Understanding
• Chapter Summary
• Resources
• Endnotes
Chapter 5: Evolution: Natural Selection
• Scenario
• Why This Topic?
• What Will and Will Not Be Covered…
• The Framework: Predictive Phase
• The Framework: Responsive Phase
-Identifying Preconceptions
-Eliciting and Confronting Preconceptions and Sense Making
-Demonstrating Understanding
• Chapter Summary
• Resources
• Endnotes
Chapter 6: Molecular Genetics: Proteins and Genes
• Why This Topic?
• What Will and Will Not Be Covered…
• Vignette
• The Framework: Predictive Phase
• The Framework: Responsive Phase
-Identifying, Eliciting, and Confronting Preconceptions
-Sense Making: Strategies to Address Preconceptions
-Demonstrating Understanding
-Sense Making and Demonstrating Understanding for the Learning Targets
• Chapter Summary
• Resources
• Endnotes
Chapter 7: Interdependence: Environmental Systems and Human Impact
• Why This Topic?
• What Will and Will Not Be Covered…
• The Framework: Predictive Phase
-What are the Conceptual Targets?
-What is a Logical Learning Sequence?
-What Criteria Should We Use to Determine Understanding?
-Reflection and Application
• The Framework: Responsive Phase
-Identifying Preconceptions
-Eliciting/Confronting Preconceptions, Sense Making, and Demonstrating Understanding
• Chapter Summary
• Resources
• Endnotes
Research References
Appendices
Appendix A: Templates, Tools, and Guidelines
Appendix A1: Instructional Strategy Sequencing Tool
Appendix A2: Work Template
Appendix A3: Steps of the Planning Process
Appendix B: Concept Maps of Targeted Topics
Appendix B1: Map for Variation in Inherited Characteristics
Appendix B2: Map for Flow of Matter in Ecosystems
Appendix B3: Map for Natural Selection
Appendix B4: Map for Proteins and Genes (Cells: Cell Functions)
Appendix B5: Map for the Interdependence of Life
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National Standards Correlation
This resource has 20 correlations with the National Standards.
[HIDE CORRELATIONS]
- Life Science
- The cell
- The process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. (9-12)
- The differentiation of cells is regulated through the expression of different genes. (9-12)
- The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. (9-12)
- Molecular basis of heredity
- Each DNA molecule in a cell forms a single chromosome. (9-12)
- Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual. (9-12)
- Biological evolution
- Species evolve over time. (9-12)
- Evolution is the consequence of the interactions of the genetic variability of offspring due to mutation and recombination of genes. (9-12)
- Evolution is the consequence of the interactions of a finite supply of the resources required for life. (9-12)
- Evolution is the consequence of the interactions of the ensuing selection by the environment of those offspring better able to survive and leave offspring. (9-12)
- Interdependence of organisms
- Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. (9-12)
- Human beings live within the world's ecosystems. (9-12)
- Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. (9-12)
- Matter, energy, and organization in living systems
- Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). (9-12)
- Process Standards for Professional Development
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
Published Reviews
“For high school biology teachers, Koba, a former middle and high school teacher who is now a science education consultant working primarily with the National Science Teachers Association, describes how to teach challenging concepts by identifying students' prior conceptions and misconceptions and selecting teaching strategies to dispel misunderstandings and promote learning. She presents a framework for lessons plans (instead of a set of prescribed lessons) and different instructional approaches for developing student understanding of these hard-to-teach topics: natural selection, reproduction, photosynthesis, molecular genetics, and environmental systems and human impact.”
Annotation ©2009 Book News Inc. Portland, OR
Customer Reviews
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Zarja |
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Reviewed by: Anka (, ) on November 20, 2009 |
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Hard-to-Teach Biology Concepts: A Framework to Deepen Student Understanding
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