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Essay / Research Paper Abstract
A 5 page summation of a science article by Roger Lock (1993) that appeared in Journal of Biological Education. The article discusses several content-based teaching strategies in regards to teaching biology. No additional sources cited.
Page Count:
5 pages (~225 words per page)
File: D0_khsumbio.rtf
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secondary schools in Great Britain. Lock maintains that biology teachers should strive in their teaching methods to encourage caring attitudes in their work with living things. While Lock
refers to classroom experience in England and Wales, the same criteria can certainly apply to biology classes in any country. Lock begins his article with an introduction that
stipulates the requirements to be met by Great Britains national science curriculum, which stipulates that student should develop investigative skills. Lock observes that "living animals...provide ideal resource materials for a
wide range of investigations" (p. 112). These living animals may be captive on a permanent basis (e.g. mice) or merely temporarily removed from their environment (e.g. snails). The main types
of investigation involved with these animals should engage students in a manner that has them observing; selecting relevant observations; trying to discern patterns in their observations; and then, seeking to
explain these observed patterns by formulating hypotheses that lend themselves to further investigation (Lock, 1993). Such investigations necessitate the "collection, collation, and presentation of data" (Lock, 1993, p.
112). The presentation of data requires that the student use their knowledge of biology to explain observed phenomenon. In other words, students may be sent out into the area immediately
adjacent to the school in order to ascertain where a species may be found. Say, for example, the assignment was to find ants. The students would observe and then describe
the characteristics of areas where ants could be found, as well as the areas were no ants could be found. On returning to the classroom, the student would begin to
collate their observations, at first working in pairs, and then in small groups. Groups could be asked to produce three lists -- places were ants are found; where
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