Teaching Biology in Schools: Global Research, Issues, and Trends, 1st Edition (Paperback) book cover

Teaching Biology in Schools

Global Research, Issues, and Trends, 1st Edition

Edited by Kostas Kampourakis, Michael J. Reiss

Routledge

292 pages

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Description

An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.

Reviews

"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.

Justin Dillon, University of Exeter, UK

"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."

Dana L. Zeidler, University of South Florida, USA

Table of Contents

1. Introduction: Biology Didactics

Michael J Reiss and Kostas Kampourakis

2. Cognitive Biases or Cognitive Bridges? Intuitive Reasoning in Biology

Evelyn Margaret Evans and Karl Rosengren

3. Biology and Young Children

Marida Ergazaki

4. Molecular Biology

Ravit Golan Duncan and Dirk Jan Boerwinkel

5. Cell Biology

William F. McComas

6. Human Biology

Orit Ben Zvi Assaraf and Zohar Snapir

7. Health and Disease

Jenny Byrne and Marcus Grace

8. Reproduction and Sex Education

Michael J Reiss

9. Development

Kostas Kampourakis and Panagiotis K. Stasinakis

10. Genetics

Niklas Gericke and Charbel N. El-Hani

11. Plant Biology

Dawn Sanders and and Dan Jenkins

12. Energy, Photosynthesis and Respiration

Ute Harms and Uwe Bertsch

13. Ecology

Konstantinos Korfiatis

14. Evolution

Ross H. Nehm

15. Microbiology

Katherine Carson, Vaille Dawson, and Grady Venville

16. Biotechnology

Marcus Hammann

17. Using Authentic Texts to Promote Disciplinary Literacy in Biology

Moriah Ariely and Anat Yarden

18. Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching

Norman G. Lederman

19. Explanation in Biology Education

Kostas Kampourakis and Kai Niebert

20. Argumentation in Biology Education

María Pilar Jiménez-Aleixandre, Maria Evagorou

21. Worldviews in Biology Education

Michael J Reiss

22. Concluding Remarks

Kostas Kampourakis and Michael J Reiss

About the Editors

Kostas Kampourakis is a researcher in science education and a lecturer at the University of Geneva, Switzerland.

Michael J. Reiss is Professor of Science Education at UCL Institute of Education, University College London, UK.

About the Series

Teaching and Learning in Science Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU007000
EDUCATION / Curricula
EDU029030
EDUCATION / Teaching Methods & Materials / Science & Technology