|
It is virtually impossible to avoid exposure to the implications of modern biology. Television news programs announce the discovery of a gene that is associated with breast cancer; newspapers report on the use of DNA analysis in criminal cases, popular magazines discuss the most recent discoveries about human evolution, and rock stars warn about over-population, starvation, and threats to tropical rain forests. Although such issues may appear unrelated at first glance, they actually illustrate a rather small number of major principles that are common to all living systems.
A successful high school biology course must open the door to a lifetime of understanding and appreciation of the marvels of the natural world. It must also prepare students to take active roles in the world. Studies have shown that comprehension and retention increase dramatically when the instructional focus is shifted from the role of the student as a passive receptor of facts to that of an active participant in the discovery process. Toward this goal, my emphasis has been in the development and practice in the art of doing science. Students experience biology as both a process and a body of knowledge, and are provided with opportunities to develop science process skills, as well as writing and communication skills.
The major emphasis of this college preparatory course is on four broad areas of study. These topics are cell structure and function, genetics and heredity, classification and evolution, and ecological interactions. Emphasis is placed on student mastery of the New Jersey State Science Standards that relate specifically to biology, and is intended to prepare students for future college courses they may take, and for their role as informed citizens.
{DNA}
|
