Norman Thomson

Secondary school genetics instruction: making problem solving explicit and meaningful

Genetics has been identified by secondary school biology teachers as both important and difficult for students to learn. In order to assist students to learn genetics in a more meaningful way, the authors have conducted an extensive analysis of the conceptual and procedural knowledge necessary to solve basic genetics problems, and have conducted research on problem solving in genetics. As a result of this analysis and research, revisions to typical genetics instruction have been made. An algorithm which underlies the solution to a large class of genetics problems commonly found in secondary biology courses, is described and the types of difficulties that students have in solving these problems in a meaningful way are discussed. Examples of problems and questions which have proved successful in assisting students in this way are given.

Undergraduate Science Research: A Comparison of Influences and Experiences between Premed and Non-Premed Students.

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non–premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non–premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non–premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non–premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.

Envisioning Science Teacher Preparation for Twenty-First-Century Classrooms for Diversity: Some Tensions

In his 1859 novel A Tale of Two Cities, Charles Dickens begins his dialogue with the now oft cited quote: “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness.” Ironically, today’s nations (“cities”) share in Dickens’ dilemma. Never before have Earth’s peoples been able to so easily share their diverse experiences, accomplishments, knowledge, and aspirations for the future. But, in part, this journey to get to the best of times may well be taking us to the “worst of times.” Through a pathway of exponential population growth and/or consumption, the unconscionable overuse of Earth’s limited resources – extinctions and environmentally dangerous by-products have become a part of our everyday global experience. We have entered a new geological era so distinct that it is aptly being called the Anthropocene. In order to better understand what our future might bring, paleoanthropologists are investigating what happened to our hominin ancestors in the context of past climatic events. Three phenomena provide a rich context to begin classroom conversations focused on the intersection of climate change, geological history, and hominin evolution. Scientists and science educators share a responsibility in guiding future science teachers’ understandings of this conceptual triad. More explicitly science teacher educators need to know how we can best meet the “unknown” needs of the twenty-first-century students. Given Dickens’ metaphoric tensions for the “best and worst of times,” we decided to explore what some of our pre-service secondary science teachers knew about climate change and hominin evolution as they designed, implemented, and reflected upon lessons for high-school students. In our chapter, we provide some perspectives on what they knew and expand our findings to include a starting point of our vision for what science teachers need to know in preparation for teaching in their twenty-first-century classrooms.

An Inquiry Safari: What Can We Learn From Skulls?

In this article, we describe an 8- to 10-day inquiry safari designed for middle/high school students to investigate hominid evolution using replica skulls of extant and extinct vertebrates. Students begin the unit using their own skulls and proceed to use the replica skulls of extant vertebrates to construct an understanding of how skulls can be used to interpret and infer diets, dentition, dental formulae, bipedal or quadrupedal locomotion, and the social structure of animals. They are then able to use this knowledge to construct similar inferences for extinct fossil hominids. Using radiometric dating data, the students develop possible phylogenetic pathways for hominid evolution. The lessons promote the use of inquiry skills including journaling, observing, drawing, puzzle-making, using taxonomic keys, and investigating into deep geological time.

Infectious Disinfection: Exploring Global Water Quality

Learning about the water situation in other regions of the world and the devastating effects of floods on drinking water helps students study science while learning about global water quality. This article provides science activities focused on developing cultural awareness and understanding how local water resources are integrally linked to the quality of the worlds water supply. After reading and discussing a case study highlighting one water situation facing the people of Kenya, students explore water sanitation and testing methods, including solar pasteurization and the Colilert test for total coliform bacteria and Escherichia coli. These investigations are relevant to inquiry-based water quality labs for high school biology, chemistry, and environmental science.

Beyond the Movie Screen: An Antarctic Adventure

ABSTRACT Movies depicting science-related issues often capture the attention of todays youth. As an instructional tool, movies can take us beyond the drama and action and thrilling scenes. In this article we share our experiences of using the movie Eight Below as a centerpiece for developing high school students’ understanding of basic chemistry concepts. In addition to the science concepts developed using the context of the movie, we engaged students in thinking about the ethical dilemmas embedded in the movie.

When Elephants Fight, It Is the Grass That Suffers

In his essay summarizing his experiences in learning firsthand about Malawi, Dr. Glasson has identified problems and issues that could be almost every/any country in Africa today that shares a colonial past. His emergent emotions and sensitivity to the people and their situations in the context of eco-injustices have allowed him not only to see Africa through a new lens, but also to connect with the people through third space dialogue. That is, the learning space of two differing cultures or individuals is extended by allowing dialogue and reflection to take place beyond the physical time and space constraints limited by each one’s own cultural beliefs and knowledge. The issues, challenges, and solutions to Africa’s persistent problems have historically been viewed though a variety of lenses, often from a top-down distant perspective beginning long ago with the illogical partitioning of people and kinships, total insensitivity to the indigenous cultures including languages, and disregard of traditional access to shared resources that had no boundaries or ownership. Colonization also came with different motives and guises: religious, economic, social, political, agricultural, and educational. Jomo Kenyatta (1965), musing over postcolonial rule and its legacy as Kenya’s first president, stated that he had not realized as he signed a declaration of nationhood, that the British intent was limited to political independence, but continued economic and social dependence had been established and was to be perpetuated.