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The Changing National Landscape of Science Education

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The Changing National Landscape of Science Education THE NATIONAL ACADEMIES National Academy of Sciences National Academy of Engineering Institute of Medicine – PowerPoint PPT presentation

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Title: The Changing National Landscape of Science Education


1
The Changing National Landscape of Science
Education
  • THE NATIONAL ACADEMIES
  • National Academy of Sciences
  • National Academy of Engineering
  • Institute of Medicine
  • National Research Council
  • Jay Labov
  • National Academy of Sciences
  • National Research Council
  • Washington, DC
  • jlabov_at_nas.edu
  • http//nationalacademies.org

Putting Scientific Teaching Into Practice ASCB
Workshop, December 3, 2011
2
National Perspectives on Undergraduate Education
in Biology
  • Learning Goals
  • Recognize that you are not alone!
  • Become familiar with recent national reports on
    the improvement of undergraduate education in
    biology and STEM more generally.
  • Briefly explore the intersection between
    education and policy.
  • Appreciate the influence of K-12 education on
    what you do and your role in influencing K-12
    education.

3
Premise 1
  • Improving Undergraduate Science Education is Not
    Rocket Science

4
Premise 1
  • Improving Undergraduate Science Education is Not
    Rocket Science
  • Its a LOT harder!

5
Premise 2
  • A good hockey player plays where the puck is.
  • A great hockey player plays where the puck is
    going to be.

6
  • Given the radical changes in the nature of the
    science of biology and what we have learned about
    effective ways to teach, this is an opportune
    time to address the biology we teach so that it
    better represents the biology we do.
  • Transforming Undergraduate Education in
    Biology Mobilizing the Community for Change,
    Vision and Change in Undergraduate Education.
    www.visionandchange.org

7
Recognize that you are not alone!
8
NRC Center for Education (2002)
NRC Board on Life Sciences (2003)
NRC Board on Life Sciences (2009).
NRC Board On Science Education (2011)
NRC Board On Science Education (2011)
9
American Association for the Advancement of
Science National Science Foundation (2011)
Association of American Medical Colleges Howard
Hughes Medical Institute (2009)
College Board (2011)
10
National Research Council 2000
National Research Council 2003
11
A New Biology for the 21st Century Why Now?
  • A moment of unique opportunity
  • Integration of subdisciplines within biology
  • Cross-discipline integration life science
    research by physical, computational, earth
    scientists, engineers
  • Technological advances enable biologists to
    collect data unprecedented in quantity and
    quality
  • Past investments providing value beyond what was
    expected

12
A New Biology for the 21st Century Implications
for Science Education
  • The New Biology Initiative provides an
    opportunity to attract students to science who
    want to solve real-world problems.
  • The New Biologist is not a scientist who knows a
    little bit about all disciplines, but a scientist
    with deep knowledge in one discipline and a
    working fluency in several.
  • Highly developed quantitative skills will be
    increasingly important.
  • Development and implementation of genuinely
    interdisciplinary undergraduate courses and
    curricula will both prepare students for careers
    as New Biology researchers and educate a new
    generation of science teachers well versed in New
    Biology approaches. (p. 89)

13
AP Redesign Biology, Chemistry, Environmental
Science, Physics (2012-16)
  • Evidence of Learning
  • The student can use representations and models to
    communicate scientific phenomena and solve
    scientific problems.
  • The student can use mathematics appropriately
  • The student can engage in scientific questioning
  • The student can perform data analysis and
    evaluation of evidence
  • The student can work with scientific explanations
    and theories
  • The student is able to transfer knowledge across
    various scales, concepts, and representations in
    and across domains
  • Science Panels
  • Big Ideas / Unifying Themes
  • Enduring Understandings
  • Competencies
  • Evidence Models (Formative Assessments)

http//books.nap.edu/openbook.php?record_id10129
pageR1
14
Similarities in Thinking
  • AP Biology Redesign (2011)
  • The process of evolution drives the diversity and
    unity of life.
  • Biological systems utilize free energy and
    molecular building blocks to grow, to reproduce
    and to maintain dynamic homeostasis.
  • Living systems store, retrieve, transmit and
    respond to information essential to life
    processes.
  • Biological systems interact, and these systems
    and their interactions possess complex properties.
  • Vision and Change (2011)
  • The diversity of life evolved over time by
    processes of mutation, selection, and genetic
    change.
  • Basic units of structure define the function of
    all living things.
  • The growth and behavior of organisms are
    activated through the expression of genetic
    information in context.
  • Biological systems grow and change by processes
    based upon chemical transformation pathways and
    are governed by the laws of thermodynamics.
  • Living systems are interconnected and interacting.

15
AAMC/HHMI Committee Defines Scientific
Competencies for Future Physicians
  • Scientific Foundations for Future Physicians
    recommends that medical and premedical education
    evolve from a static listing of courses to a
    dynamic set of competenciesThis will encourage
    the development of innovative and
    interdisciplinary science curricula, maintain
    scientific rigor, and allow premed students at
    the undergraduate level the flexibility to pursue
    a strong liberal arts education.
  • Association of American Medial Colleges Howard
    Hughes Medical Institute
  • June, 2009
  • http//www.hhmi.org/grants/sffp.html

16
The redesigned AP curriculum focuses on merging
content with the 21st century skills needed for
college and career
Transmission of information between neurons
occurs across synapses.
Content Skill Learning Objective

The student can create representations and models
of natural phenomena and systems
The student is able to create a visual
representation to describe how nervous systems
transmit information.
17
Performance
18
Performance
19
Intersection Between Education and Policy
  • Increased emphasis on STEM education as an
    economic driver and the basis for maintaining
    international competitiveness
  • Increased calls for accountability in higher
    education
  • National levels
  • State Levels

20
Science Education and Our Economic Future
  • If I take the revenue in January and look again
    in December of that year, 90 of my December
    revenue comes from products which were not there
    in January.
  • Craig Barrett, Chairman of Intel
  • Rising Above the Gathering Storm (NAS, NAE, and
    IOM, 2007)

"The illiterate of the 21st century will not be
those who cannot read and write, but those who
cannot learn, unlearn, and relearn." Alvin
Toffler, American Writer and Futurist
21
Why 21st Century Skills?
Shifting Job Market
20th Century
21st Century
1 2 Jobs
10 15 Jobs
Number of Jobs
Critical Thinking Across Disciplines
Mastery of One Field
Job Requirement
Integration of 21st Century Skills into Subject
Matter Mastery
Subject Matter Mastery
Teaching Model
Subject Matter Mastery
Integration of 21st Century Skills into Subject
Matter Mastery
Assessment Model
Courtesy of Linda Froschauer
22
Appreciate the influence of K-12 education on
what you do and your role in influencing K-12
education
23
My Knowledge of K-12 Science Standards
  1. I have examined national and my states standards
    for my discipline and have used that information
    in preparing for my introductory courses.
  2. Ive skimmed either the national or my states
    standards.
  3. I know that such standards exist but have not
    looked at them.
  4. There are actually standards for K-12 science?

24
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25
Teacher Education and National Standards
  • Not long ago, a college chemistry professor grew
    angry with the way her daughters high school
    chemistry class was being taught. She made an
    appointment to meet with the teacher and marched
    with righteous indignation into the
    classroomonly to discover that the teacher was
    one of her former students. National Research
    Council (1998)

26
WHY CHANGE? WHY NOW?
  • Biology is in transition
  • Science education is in transition
  • Society is in transition
  • Increasing need for both broadly educated,
    integrative biology professionals as well as
    biologically literate citizens
  • Education must change to meet the potentials and
    demands of the new biology and to realize the
    promise of science to society in the future

C. Brewer, U MT, 2/2010
27
Student-Centered Classrooms and Learning Outcomes
  • Introduce scientific process early and integrate
    it throughout all undergraduate biology courses
  • Research experiences should be an integral
    component of biology education for all students,
    regardless of major
  • Active, outcome-oriented, inquiry-driven and
    relevant courses
  • Define learning goals and align assessments to
    focus on conceptual understanding - use data to
    improve and enhance learning
  • Ignite the passion for learning in our students

C. Brewer, U MT, 2/2010
28
And Most Importantly What Students Said
  • Engage us
  • Challenge us
  • Help us develop critical thinking, analytical and
    communication skills
  • Provide opportunities for research experiences
    and/or designing our own experiments
  • Use analogies, NOT jargon
  • Make learning relevant
  • Give us ownership of our learning
  • Infect us with your enthusiasm about the natural
    world
  • Make your learning goals transparent to us

Tie what were learning into the Big Picture.
Why is this important? Where did this come from
(i.e., original literature)? Where does it fit in
real life? And how does this relate to what were
learning in other classes? .
C. Brewer, U MT, 2/2010
29
In a great irony, the academy itself may be the
last obstacle to improving the quality of biology
education for all students. Thus, raising the
profile of science education within biology
departments and ensuring that the academic
culture values both faculty teaching and student
learning should be everyones highest priorities,
truly a cultural change on many campuses.
C. Brewer, U MT, 2/2010
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