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Anna Uitto Senior lecturer in biology education

National core curriculum and biology education in the Finnish secondary school. Anna Uitto Senior lecturer in biology education Department of Applied Sciences of Education University of Helsinki FINLAND. EMBO workshop ‘ From School to University’ 11–13 May 2006, EMBL, Heidelberg, Germany.

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Anna Uitto Senior lecturer in biology education

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  1. National core curriculum and biology education in the Finnish secondary school Anna Uitto Senior lecturer in biology education Department of Applied Sciences of Education University of HelsinkiFINLAND

  2. EMBO workshop ‘From School to University’11–13 May 2006, EMBL, Heidelberg, Germany • The aim of this lecture is to describe: • What are the general aims and challenges of biology education? What kind of working approaches are suggested? • How the development of students’ scientific knowledge, thinking and skills are taken to account in National Core Curriculum of Finnish Secondary School?

  3. Back to basics - what is the nature of biology as science? The big questions of biology (Ernst Mayr 1997) For instance: What? - the structure • What is a bird (for instance a swallow)? How? - the function How swallows fly? How is a migrant bird? Why? - the ultimate or proximate reasons for biological phenomena • Why swallows fly? Why swallows migrate to Africa? (The ultimate, evolutive reason) • Why swallows migratenow? (Proximate reason; e.g. the weather)

  4. What is the nature of biology education? Big questions of biology education: • Knowledge – what are the essential concepts that should be learned? • Thinking skills – how students should learn to use biological concepts? • Working skills – how and what students should learn to plan and carry out small-scale biological investigations independently? • Interest and attitudes – how to enhance students interest and positive attitudes towards science and work in science?

  5. Biological concepts and conceptualizationHierarchical knowledge structure Concepts are basic units for thinking • Human body (structure) Organ systems Digestive system Small intestine Intestinal cells Cell organs Enzymes • Human body (function) Digestion Degradation of carbon hydrates Entzymatic activity • Human body (evolution) Mammals Heterotrophy Omnivory Conceptualization is the forming of organized constructions of biological concepts

  6. Lower secondary school (grades 7- 9) Cell biology and genetics: cells, mitosis, gene, genetic information, chromosomes, heredity phenomena Plant physiology; water management of plants Upper secondary school (grades 10-12) Anaerobic and aerobic respiration Human physiology: reproduction, menstruation, relation between the functions of blood circulation and digestion systems Plant physiology; water management of plants Biotechnics Conceptualization, the ‘How’ and ‘Why’ questions: How energy flows and elements cycle within the nature? Why photosynthesis is important for the life on earth? Why fish are adapted to live in the water? The difficulties to understand biological concepts, examples (Eloranta et al. 2005 and Uitto unpubl.)

  7. CLOSED PROBLEM (one working approach, one right answer) STRUCTURED AND GUIDED WORKING (Control in every stage of working) STUDENT-CENTERED (the student formulates the research questions) TEACHER-CENTERED (the teacher formulates the research questions) UNSTRUCTURED WORKING (No guidelines, no control of working) OPEN PROBLEM (many working approaches, several solution possibilities) Dimensions of ‘inquiry-based learning’ (modified from Wellington 1998) ‘Traditional approach’ ‘Constructivistic approach’

  8. Teacher Engage: demonstrates the phenomenon, arouses curiosity Explore: helps to carry out investigation Explain: Connect students explanations to science, scientific explanations Elaborate: Helps students to transfer their new knowledge and skills to similar situations Evaluate: Assess students learning and own work Students Engage; meet kognitive conflict, want to know more, state questions, hypotheses, team work Explore: make their own small- scale investigations, report the results Explain: Describe the results and causalities, make concepts Elaborate: Try to adjust their new knowledge and skill in new situations Evaluate: Assess own learning and what has been learned Example of inquiry-based learning environment; modified from 5E model by R.Bybee (2004)

  9. Problem-based learning (PBL) Example 1‘How abiotic factors regulate plant growth?’ 22 - experiment Experimental unit 2 Experimental unit 1 Experimental unit 3 Experimental unit 4

  10. Problem-based learning (PBL) Example 2“What would happen to the fish in the closed enclosure within a day, week or month?” Light Light, plant, other fish Light, plants Darkness, plant, other fish

  11. National Core Curriculum and biology education • How the development of students’ knowledge and analytical thinking are taken into account in biology education? • What kind of working approaches are suggested?

  12. Biology education and the Finnish school system

  13. Biology education in the lower secondary school is defined by National Core Curriculum for Basic Education (2004) Biology education in the upper secondary school is defined by National Core Curriculum for Secondary Schools (2003) Assessment During the course of studies During a biology course (diagnostic, formal) After the course (summative) In the end of a grade (progress in in studies) Final assessment at the end of the comprehensive school and the upper secondary school The grade depicts the level of performance 10=excellent, 9=very good, 8=good, 7=satisfactory, 6=moderate, 5=adequate, 4=fail Verbal assessment The structure of National Core Curriculum

  14. National Core Curriculum for Basic EducationGrades 7-9 • Goals of instruction: • Develop pupils knowledge of nature • Understanding of basic natural phenomena • Environmental awareness and responsibility • Gore contents: • Introduction to evolution • Fundamentals of ecology • Structure and function of human being • Environmental protection • Biology instruction: • Inquiry-based learning • Develop thinking skills in natural sciences • Observation and investigation of nature • Positive experiences of nature studies

  15. National Core Curriculum for Basic EducationCore contents in biology education for grades 7-9 • Compulsory courses have to contain core contents: • Nature and ecosystems • Life and evolution • The human being • The common environment • Inquiry-based approach is assumed at least: • Independent research on one ecosystem • Investigating the status of, and changes in, one’s immediate environment

  16. National Core Curriculum for Basic EducationFinal assessment criteria for a grade of 8 (good)Grades 7-9 • Biology study skills • use microscope when studying samples • work in a laboratory in accordance with the instructions given • how to collect plants as directed • carry out small-scale investigations independently (forest, aquatic or marsh ecosystems) • Nature and ecosystems • Life and evolution • The human being • The common environment

  17. National Core Curriculum for Secondary schoolsGrades 10-12 General goals • Provide students with an understanding; • of the structure and development of organic world • human being as a part of organic world and the significance of human activity to the environment • the opportunities of the life sciences to promote the well-being of humanity, other living organisms, and living environments • Instruction will develop; • students scientific thinking • arouse their interest in the life sciences • encourage them to behave an environmentally responsible manner so as to sustain natural diversity

  18. National Core Curriculum for Secondary schoolsCompulsory courses for grades 10-12 1. Organic world (BI1) Core contents • Biology as science • Manifestations of natural diversity • Evolution – the development of life • How does nature work? 2. Cells and heredity (BI2) Core contents • The cell as a basic unit of life • Cell energy metabolism • Regulation of cell functions • Cell reproduction • Basics of inheritance • Population genetics and the synthetic theory of evolution

  19. National Core Curriculum for Secondary schoolsSpeciation courses for grades 10-12 1. Environmental ecology (BI3) – core contents • Ecological research • Biodiversity and its significance • Ecological environmental problems, reasons and potential solutions • Vulnerability of Finnish nature • A sustainable future 2. Human biology (BI4) - core contents • Special characteristics of human cells and tissues • Structures, functions and significance of organ systems • Regulation of vital functions • Human reproduction • Significance of genetic heritage • Adaptation and defence mechanisms of organ systems

  20. National Core Curriculum for Secondary schoolsSpeciation courses for grades 10-12 3. Biotechnolgy (BI5) - Core contents • Cell ultrastructure and intercellular communication • Cells as protein-makers • Gene functions • Genetic engineering and its opportunities • Microbes and their significance • Industrial technology • Plant and animal breeding • Ethics and legislation in genetic engineering

  21. National Core Curriculum for Secondary schools2003 Assessment Compare to EMBO question: ‘What knowledge and skills do school-leavers need in order to embark on a university degree in the biosciences, and later turn into good researchers? Knowledge assessment • Abilities to master and use key biological concepts • Applying biological knowledge • Understanding the laws of natural science and causal relationships • Insight into the significance of interdependencies • Perception of extensive wholes Skills assessment • Aptitude for scientific work • Team behaviour • Ability to use different sources for acquisition of biological information • Assess information critically • Proven interest in different areas of biology may also be taken into account as part of assessment

  22. Conclusions I “What knowledge is important and what analyticalthinking must they develop at school?” • Knowledge and concepts • understanding of biological concepts • conceptualization of biological entities • The nature of biology as science • understanding biology as science (what, how, why questions) • how biology differs from chemistry and physics, and what they have in common • Scientific method • skills to state questions about biological phenomena • skills to plan and carry out small-scale experiments • skills to independent work and skills to team work • Motivation and interest to know and learn more on biological phenomena

  23. Conclusions II What could biology education in the secondary school offer? • Expert teachers • high-quality teacher education in the university; subject mastery, good skills in biology education • High-quality teaching and learning environments at school; basic working facilities (laboratory and field work equipments) • High-quality teaching and learning material for teachers and students • Possibilities to out-of-school education: visits, co-operation and learning for instance in biological research institutions (Uitto et al. 2006) • Information on possibilities of research in biology as future career

  24. Thank you !

  25. References: • Bybee, R. W. (2004). Scientific Inquiry and Science Teaching. In L. Flick, L. & N. G.Lederman (Eds.), Scientific inquiry and nature of science implications forteaching, learning, and teacher education (volume 25, pp. 1 – 14). Series: Science & Technology Education Library, Dordrecht: Kluwer. • Eloranta, V., Jeronen, E., Palmberg, I. (2005). ‘Make biology living. The dicactics of biology’. [Biologia eläväksi. Biologian didaktiikka]. Jyväskylä: PS-kustannus, 312 - 317. In Finnish. • Mayr, E. (1997). This is Biology: The Science of the Living World. Harvard University Press. • Wellington, J. 1998. Secondary Science. Contemporary issues and Practical Approaches. London: Routledge. • National Core Curriculum for Basic Education 2004. Finnish National Board of Education. • National Core Curriculum for Secondary Schools 2003. Finnish National Board of Education. • Uitto, A., Juuti, K., Lavonen, J. & Meisalo, V. (2006) Students interest in biology and their out-of-school experiences. Journal of Biology education: 124-129 (in press).

  26. Applying in Faculty of Bioscieces, University of Helsinki • Student selection in different degree programs, requirements: • Marticulation examination in upper secondary school • Points can be attained from examination in biology, chemistry, physics and geography (degree program in biology) • Points can be attained from examination of biology, chemistry and physics (degree programs in biochemistry and Biotechnology Master Programme (HEBIOT) • Entrance examination

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