The Israeli “bagrut” examination in biology revisited

The Israeli paper-and-pencil matriculation examination in biology has been one of the most powerful means for implementing an inquiry oriented high school biology program based on the U.S. BSCS. The first version of this examination was described and analyzed in JRST in 1972. This article describes the changes and effects of this examination during the years and compares the examination of the year 1982 with that of 1969. Implications for upgrading science education are discussed.     

A study of the use of “invitations to enquiry” and student attitude

This study was designed to isolate the attitude of high ability ninth grade BSCS students toward instruction utilizing “Invitations to Enquiry.” Both control and experimental groups received similar instruction with the addition of twenty “Invitations” to the experimental classes over an eight week period. No significant differences in attitudinal scores as measured by Remmer's A Scale to Measure Attitude Toward Any School Subject was found when the poststudy scores were adjusted for prestudy attitude, IQ and mid-study attitude or when the attitude at the end of four weeks of the study was adjusted using prestudy attitude and IQ.     

Taking an Attention‐Grabbing “Headlines First!” Approach to Engage Students in a Lecture Setting

Let's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint‐driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem‐based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom.     

Influencing student understanding of the nature of science: Data from a case of curriculum development

The purpose of this study was to investigate the effects of the first-year field test BSCS middle school science program on student understanding of the creative, developmental, testable, and unified nature of science. The experimental group, which was exposed to the BSCS program, and the control group, which was taught using a more traditional middle school science curriculum, were administered a pretest and posttest using the Modified Nature of Scientific Knowledge Scale (MNSKS). Analyses of the results showed that the understanding of students who experienced the BSCS science program decreased significantly in regard to the developmental and testable nature of science. The understanding of students who experienced the control-group science program decreased significantly in regard to the creative nature of science. Analyses of covariance indicated that students in the control group possessed a significantly better understanding of the testable nature of science than did students who used the BSCS science program. Implications of these results are related to the constructivist view of learning, the development of curricula designed to facilitate scientific literacy, and future research endeavors.     

Students' growth as a result of studying bscs biology for several years

Abstract A battery of tests was administered to three trial groups who studied the Israel BSCS Adaptation Program for several years. Compared with non-BSCS students the performance and progress of the BSCS students in three cognitive areas, namely biological knowledge, inquiry skills and the understanding of science, demonstrates the feasibility of the BSCS adaptation program for students in academic city schools as well as for those in the Kibbutz rural schools. It is less adequate for most students in agricultural schools as well as for a considerable number of students of non-European descent. The results indicate that achievement in biology is not unidimensional and that different students reach different levels of achievement with different measures. The implications of the findings regarding program revision, teacher training, adoption as well as further research are discussed. The study may be helpful to other countries which either have adapted or considered the adaptation of programs such as the BSCS.     

“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection

We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education.     

AN INQUIRY ORIENTED LABORATORY EXAMINATION

Having discussed the dearth of testing of actual performance in real situations, a variety of arguments are raised to support the need for assessment in the Practical mode, and the development and nature of an inquiry oriented laboratory examination is described. One test problem is presented in detail including materials, instructions to examinees, instructions for administration and scoring as well as sample answers. Data regarding validity and reliability are provided together with findings pertaining to the relationship between the various skills assessed by the examination. Moderation procedures for determining the individual scores in an examination in which different students perform different test problems are suggested. The author contends that the type of examination described reflects the inquiry objectives of the BSCS philosophy and provides a valid and reliable measure of problem solving ability in a practical laboratory setting.     

Bridging the “Bayley-Binet GAP”

This study demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either the Stanford Binet Intelligence Test or the Bayley Scales of Infant Development mental scale is a relatively frequent occurrence. However, the results of this study bring into question Sternlicht's (1965) suggestion that an 18-month basal level on the Stanford-Binet may be assumed, given success by a child on only one item at the two-year level. The study indicates that a child must succeed on at least two, or more conservatively, four items at the two-year level on the Stanford-Binet in order to assume an 18-month basal level.     

K-ABC and McCarthy scale performance among “at-risk” and normal preschoolers

This study assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K-ABC) for 51 “at-risk” (Low Birthweight, Head Start, and Developmentally Delayed) and 33 “normal” preschool children. The K-ABC Mental Processing Composite (MPC) and McCarthy General Cognitive Index (GCI) correlated significantly for both groups, but was significantly greater for the at-risk preschoolers. The at-risk group achieved a significantly higher mean MPC than GCI, while the normal comparison subjects achieved a slightly lower mean MPC. As reflected in previous studies, the GCI seems to provide an accurate estimate of the at-risk child's typical classroom performance. While the MPC may afford an estimate of such children's capacity for academic growth, if provided appropriately tailored remediation, it may also be missing critical aspects of children's cognitive functioning. Mean score discrepancies for at-risk preschoolers were discussed in relation to the theoretical and psychometric properties of the K-ABC and McCarthy.     

TCIQ: An identification by intensity and frequency of “potent” testing cues in science

Everyone experiences some anxiety while taking an examination. High-test-anxious (HTA) and low-test-anxious (LTA) students are described by two characteristic differences: frequency and intensity of anxious responses and attentional direction to testing cues. The purposes of this study were threefold: (1) to report “potent” testing cues (i.e., 90% response agreement for both intensity and frequency) that were identified by HTA and LTA students; (2) to report differences between HTA and LTA students for frequencies and intensities of responses to testing cues; and (3) to report differences between HTA and LTA students of attentional direction to testing cues. A pool of 396 males and females who were enrolled in physical geology completed the State-Trait Anxiety Inventory. A random sample consisting of 93 HTA and 40 LTA subjects completed the Test Cues Identification Questionnaire (TCIQ). The TCIQ consists of 28 disruptive items and 27 helpful items. Subjects responded with both frequency and intensity ratings for all of the 55 items in the TCIQ. Results revealed that 22 items were viewed by subjects as “potent” testing cues. Empirical evidence obtained did not support previous theoretical reports of differences between HTA and LTA students for either frequency and intensity of anxious responses or attentional direction to the set of disruptive and helpful testing cues. Although test anxiousness did not appear to be associated with those two characteristics differences, a discriminant analysis revealed 24 items in the TCIQ which significantly, χ² (24) = 47.59, p < 0.004, separated HTA and LTA subjects responses. Apparently, HTA and LTA students differ in their responses to specific disruptive and helpful cues but not in their responses to the set of testing cues as was previously postulated.     

A “Do‐It‐Yourself” interactive bone structure module: Development and evaluation of an online teaching resource

A stand‐alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The module was developed using “in‐house” software designed for academics with minimal computer experience. The efficacy and effectiveness of the module was gauged via student surveys, testing student knowledge before and after module introduction, and analysis of final examination results. At least 74% of the class used the module and student responses were positive regarding module usability (navigation, interaction) and utility (learning support). Learning effectiveness was demonstrated by large significant improvements in the post‐presentation test scores for “users” compared with “non‐users” and by the percentage of correct responses to relevant multiple choice questions in the final examination. Performance on relevant short answer questions in the final examination was, on average, comparable to that for other components. Though limited by study structure, it was concluded that the module produced learning outcomes equivalent to those generated by more traditional teaching methods. This “Do‐It‐Yourself” e‐learning approach may be particularly useful for meeting specific course needs not catered for by commercial applications or where there are cost limitations for generation of online learning material. The specific approaches used in the study can assist in development of effective online resources in anatomy. Anat Sci Educ 6: 107–113. © 2012 American Association of Anatomists.     

“Listening Silence” and Its Discursive Effects

While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as “listening silence” in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to be a constructive pedagogical tool for teaching white students about their implication in the perpetuation of racism. The truth of white students' listening may make it seem as if silence promotes what George Yancy refers to as “tarrying” with a critique of whiteness. Applebaum argues, however, that white listening silence is itself a manifestation of complicity and needs to be disrupted. This examination expands discussions of white silence in the scholarship not by providing a formula for when silence is or is not pedagogically necessary, but rather by demonstrating that listening silence is not a form of “tarrying.” The first section examines the unique features of listening silence and the relationship between silence, ignorance, and innocence. The second section critically examines white listening silence in cross‐cultural dialogues and draws upon the work of Linda Martin Alcoff to argue that listening silence must be understood within the discursive context in which it is practiced. Finally, three implications of this emphasis on the discursive context for the role of silence in tarrying with the critique of whiteness are discussed.     

Use of electronic anatomy practical examinations for remediating “at risk” students

Restrictive laboratory scheduling, an increasing number of human cadaver‐based anatomy courses and a reduction in the curricular time allotted to anatomy courses have created problems with cadaver laboratory access at the University of New England. This article describes a combination of anatomy testing and grading strategies to allow “at risk” (borderline failing) students an opportunity to remediate their lowest set of examination scores and pass their anatomy course. An alternative electronic practical examination for these students provided flexibility in laboratory scheduling, thereby increasing laboratory access for other students taking concurrent courses. Specifically, the electronic examinations allowed for a reduction in the amount of time the cadaver laboratory is locked down for examination purposes. Masters‐level occupational therapy (MOT) students, physician assistant students (MPA), and doctoral level physical therapy (DPT) students participated in a prosection‐based human cadaver laboratory and take cadaver‐based practical examinations as part of their anatomy course. Students who were not performing at a passing level for their curriculum (69.5% for MOT and MPA, 79.5% for DPT) were given an opportunity to remediate their lowest set of multiple choice and practical examinations using the previous year's multiple choice examination and a new electronic practical examination. When the original cadaver‐based practical and multiple choice examination scores were replaced with the remedial electronic practical examination and remedial multiple choice examination scores, 75% (24/32) of these students were able to successfully remediate their academic deficiencies and pass their anatomy course. Anat Sci Educ 3:46–49, 2010. © 2009 American Association of Anatomists.     

Teacher development in advanced educational technology

Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to, and want to use the proposed advanced educational technologies in their teaching. In response, for the past eight years with support from the National Science Foundation, BSCS has conductedENLIST Micros — a teacher development to help science teachers improve their use of microcomputers.ENLIST Micros has three phases — Phase one (1984–1986): BSCS designed, tested, and producedENLIST Micros (Ellis and Kuerbis, 1987, 1989) teacher development materials (text, video, and tutorial software) for helping science teachers improve their use of educational technology. Phase two (1986–1989): BSCS designed, developed, tested, and disseminated a staff development model for helping science teachers integrate educational technology into instruction. Phase three (1989–1992): BSCS established Teacher Development Centers to implement theENLIST Micros teacher development materials and staff development model with science teachers throughout the United States.ENLIST Micros has served more than 1500 science teachers in 15 states. Teachers who have participated in the program have improved their knowledge, attitude, and self-efficacy about computer usage and have improved their use of microcomputers in their science courses. Furthermore, as part of the project, BSCS has described the implementation process and has developed recommendations to support improvements in the use of educational technology in science programs.     

ANOTHER LOOK AT “CULTURAL FAIRNESS”1

Four definitions of “cultural fairness” are examined and found to be not only mutually contradictory (for reasons which are explained), but all based on the false view that optimum treatment of cultural factors in test construction or test selection can be reduced to completely mechanical procedures. If a conflict arises between the two goals of maximizing a test's validity and minimizing the test's discrimination against certain cultural groups, then a subjective, policy-level decision must be made concerning the relative importance of the two goals. The terms in which this judgment should be made are described, and methods are described for entering the result of this judgment into mechanical procedures for constructing a “culturally optimum” test. Such a test will not necessarily fit any of the four definitions of “cultural fairness.”     

An experimental study of a BSCS-style laboratory approach for university general biology

A Biological Sciences Curriculum Study (BSCS) inquiry approach for university general biology laboratory was tested experimentally against a well-established commercial program which was judged to be highly directive. The experimental approach made systematic use of science processes, development of concepts via questioning, and of requirements on the student to exercise discretion. Experimental group students scored similarly to comparison group students on a pretest of biological concepts, but scored significantly higher (p < 0.005) when the same test was given at the end of the semester.     

“EMOTIONAL INTELLIGENCE” IN THE CLASSROOM? AN ARISTOTELIAN CRITIQUE

A bstract .  A recent trend in moral education, social and emotional learning, incorporates the mantra of emotional intelligence (EI) as a key element in an extensive program of character building. In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself.     

EDUCATION AND “THICK” EPISTEMOLOGY

In this essay Ben Kotzee addresses the implications of Bernard Williams's distinction between “thick” and “thin” concepts in ethics for epistemology and for education. Kotzee holds that, as in the case of ethics, one may distinguish between “thick” and “thin” concepts of epistemology and, further, that this distinction points to the importance of the study of the intellectual virtues in epistemology. Following Harvey Siegel, Kotzee contends that “educated” is a thick epistemic concept, and he explores the consequences of this for the subjects of epistemology and philosophy of education. Ultimately, Kotzee argues that its nature as a “thick” concept makes education suited to play an important role in explaining how the intellectual virtues can be acquired.