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