Use of blogs in the biology classroom

Blogs in the biology classroom allow students to develop their technology skills and utilise these in a collaborative environment where they are engaged and motivated in their learning.  Brunsell and
Cimino (2009) indicate that although students were apprehensive at using blogs as a part of their learning a sense of confidence is gained through their peers and teacher. The subject content becomes less frightening through the blogs and the confidence gained was then developed back into the classroom and increased participation levels. Students are able to self-direct their learning through their own research and at their own pace. The knowledge of content becomes stronger along with confidence. Blogs in the biology classroom increase confidence, participation and success.

Brunsell, E. & Cimino, C. (2009). Investigating the Impact of weekly Weblog Assignments on the Learning Environment of a Secondary Biology Course. Technology and Social Media. Retrieved from  http://ourspace.uregina.ca/bitstream/10294/2956/2/ie15%282%29_A3Investigating%20the%20Impact%20of%20Weekly%20Weblog%20Assignments.pdf

Sample marking guidelines and feedback on an exam style question

OUTCOME:

7.7.7 Analyse and present information from secondary sources to trace the history of the selective breeding of one species for agricultural purposes and use available evidence

to describe the series of changes that have occurred in the species as a result of this selective breeding

QUESTION:

For a named plant or animal species in agriculture, describe the impact selective breeding has had on the species. (3 Marks)

BAND:

Bands 4-5

MARKING CRITERIA:

Provides characteristics and features of selective breeding of a named species.	3
Outlines the impacts of selective breeding on a named species	2
Identifies a named species OR Identifies impacts of selective breeding	1

FEEDBACK TO STUDENTS:

·         Identify the species at the beginning of your answer.

·         Specifically indicate the changes that the species has undergone

·         State specifically how the changes from selective breeding are of benefit.

Value of mapping skills and outcomes in terms of assessment.

The mapping grid shows the outcomes and skills that are to be taught to students through the course. Bringing together the PFA, Knowledge, Understanding and Skills, programs and assessments can be developed. It also allows for the teaching and learning experiences to be planned out throughout the course. Furthermore the skills can be planned out as so students can learn, practice and apply these skills. The teacher can easily identify when and how the modelling, demonstration and practicing takes place. These mapping grids also allow for the syllabus to be a flexible document and for changes to be implemented easily. Planning and design for assessments is made through the mapping grid ensuring that all skills and outcomes can be assessed, meeting the requirements of the syllabus. Know when the outcomes and skills are being taught allows for appropriate assessment to be given.

Young Scientist Awards helping Teachers and Students in open-ended investigations and applying the holistic marking criteria.

The Young Scientist Awards and similar award systems are a valuable tool in motivating and making science open-ended investigations enjoyable. The students develop the practical skills, that the science curriculum expects, through their own investigation. The students also gain a greater depth of knowledge and understanding through their investigations by having to plan, conduct, and communicate their investigation while developing their scientific thinking and problem solving skills. Such programs are of benefit to teachers in that the award systems in place (the prizes on offer) provided a motivation for students to participate and be motivated in the science curriculum. the student and school is recognised for participation. Being the students own interest area is a motivation factor.

Using the holistic marking methods on looking at the overall assignment and matching it to the rubric is an interesting approach. From the experience in using it I found it a little difficult work with in the fact that some students work has aspects from across the board and required analysis from looking at the piece of work. Although this difficulty was faced it also proved beneficial in giving marks between 1-4. However working in pairs while working was a good method of introduction to the procedure which was not experienced before. It allowed ideas to be shared and thoughts generated which would not have been recognised working alone. The standard of work across the board was quite surprising and the length of and detail of the projects was varied. But regardless of length, presentation and detail it was a good experience to be marking using the holistic method and having such a broad range.

Web resources for practical activities linked to the syllabus

The Search for Better Health

9.4.3 Perform an investigation to model Patueur’s experiment to identify the role of microbes in decay.

1. http://bcs.whfreeman.com/thelifewire/content/chp03/0302003.html

This web resource was linked through the NSW HSC Online and Charles Sturt University http://hsc.csu.edu.au/biology/core/better_health/9_4_3/943net.html. It is a good resource that presents the background information and history from behind the practical in the introduction. The animation then has options in both the auditory, literal and visual sense, catering for many learning styles. Throughout the animation tab 2 quiz questions are presented to test the student on what they think will happen. The conclusion exposes students to the results and significance of Pasteur’s experiments and finally there is a short quiz for students to participate.

2. http://www.sumanasinc.com/webcontent/animations/content/scientificmethod.html this 2^nd web link is somewhat similar to the first. However it does go into greater detail regarding Redi’s experiment and the theory of spontaneous generation. I like how this link breaks both of the experiments represented into 4 components being Observations, Questions, Hypothesis and Conclusion. It allows the student to clearly identify and recognise these and the experiments development and purpose. It is again good for a variety of learners being visual and auditory. The visual stimuli are clear and an easy to follow representation.

Both of these links model Pasteur's experiment in a clear and concise manner that allow students to identify the purpose and the role of microbes in decay.

Website Evaluation

9.3.4 Process and analyse information from secondary sources to explain a modern example of 'natural' selection


LINK:

https://www.msu.edu/~sharrowr/naturalselection.html

1.       What can the URL tell you?

This is a personal page that comes from an educational domain from the Michigan State University.

2.       Scan the perimeter of the page.

The page is written by and developed by 3 students of an evolution subject at MSU as a part of their course work. It is dated at 2002. The authors have no real expertise and a resource list has been made available. However links within the body of text no longer work. There is no recent updating.

3.       Indicators of quality information.

The links provided throughout the text do not work and the information has been obtained from several Journals and websites. Some of the resources that do have links work, but the reliability and validity of these look as though they also need to undergo examination.

4.       What do others say?

After using alexa.com no results appeared and Wayback Machine showed no recent updates and also no links were detected. The Author has no information about them on the web and nothing is said about them.

5.       Does it all add up?

After the completion of this evaluation I would not recommend it for use by students. It was developed as a component of a subject at university by several students. Given the dates and “dead” links the value of the page is significantly low. Pages of more recent development would be sought after as well as being from a reliable author.

Formative Assessment

Formative assessment allows feedback to be provided to both the student and the teacher to develop the teaching and learning of all involved (Venville & Dawson 2004).. There are five conditions, according to William (1998) in order for an assessment to be formative, including the following:

1.    A system to determine the current achievement of students

2.    The desired level of achievement to be achieved

3.    Comparison between the two levels in order to identify the gap

4.    The teacher informs students on how to close the gap through information, prompts and scaffolds.

5.    The gap is closed by students using the information.

Formative assessment is an effective strategy to improve learning in students and is significantly enhanced when the teacher provides quality feedback. The feedback supplied to students should be of comments that indicate what the student is doing well and needs improvement with some degree of how to improve their work (Venville & Dawson 2004).

http://weblink.scsd.us/~henninger/PDF/fas.pdf and http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html both provide a wide range of ideas and strategies to implement formative assessment into the classroom.

One method that could be used from these two sources is the Exit/Admit slip. This could be used both before and after the lesson to respond to questions asked by the teacher. This method allows for the identification of students who have the understanding and those needing extra support, or for the teacher to adjust their teaching method and strategies. Used prior to the lesson the previous days lesson can be reviewed. IN relation to Module 9.2 Maintaining a Balance and this method realistically any component can be analysed in this strategy form. From outlining the needs of oxygen in living cells to distinguishing between active and passive transport. Any piece of content, preferably one of a smaller building block, can be tested.

A second Method that would be beneficial is the inside out circle method. Here students, in pair, form a circle and face each other. They will have come up with questions based on that lessons topic/content and ask one another for the answers. Students move around the circle and this also acts as a form of peer assessment. Again this form of assessment can be used throughout the module of 9.2 and the biology course.

9.2.2 compare the structures of arteries, capillaries and veins in relation to their function could undergo formative assessment with getting students to draw and label the distinguishing features between them. Alternatively, a table to compare the three and features including:

Feature	Arteries	Veins	Capillaries
No. of layers in the wall
Middle layer thickness
Elasticity
Pressure of blood transport
Lumen size
Valves or no valves
Where is blood transported?

Misconceptions in Biology

Evolution is a common misconception that students enter a classroom with. These misconceptions do provide a useful source of prior knowledge that a teacher can build on, although they may be difficult to change and be detrimental to the learning process (Venville and Dawson, 2004). To shift such misconceptions teachers must implement strategies to determine the misconceptions and then implement the change. Hubber and Tytler (Venville and Dawson, 2004) suggest that a constructivist approach where “monitoring students’ conceptions…bringing them into the open for discussion and evaluating them using evidence”.

In determining the misconceptions, diagnostic assessment prior to the start of a new module allows for identification of prior knowledge being brought into the classroom and also the misconceptions that are in place. This may take the form of a quiz whether it is a class questioning session, paper print out or online, as demonstrated in class. Print out or online however can be repeated at the end of the module to see the learning and break down of misconceptions that have taken place.

http://evolution.berkeley.edu/evolibrary/misconceptions_faq.php#i1 and http://homepage.mac.com/vtalsma/misconcept.html#evolve both provide a range of misconceptions in relation to evolution and 8.5.2 Evolution of Australian Biota.

To break down the misconceptions a number of strategies can be used. Analogies to explain evolutionary patterns such as wings and limbs being similar, only with different function. Diagrams and images of the structures of wings and limbs allow for such a comparison to occur.  With the resources available on the internet, integration into the classroom can bring to life aspects of the Biology, or any science course. Other examples include ICT. Students performing investigations of their own, using the constructivists approach (Venville and Dawson, 2004), where the students own conception is challenged and they must investigate to solve the problem shifting their misconception.

Bring this into further discussion religion and evolutionary theories!!! But we will leave that for another day…

The value of the Stage 6 Support Document.

The BOS Stage 6 Document is of significant value to teachers as they need to undertake and develop the units of work to be taught. It acts as a “somewhat” guide in teaching the syllabus while being unspecific to the Biology Course. The Support Document rather is just that, a support document, to all Stage 6 courses. It helps build and plan out units of work in relation to the continuum of learning, assessment and open-ended investigations and linking the outcomes and skills. The Support Document provides a backbone to the syllabus in preparation for delivery of the content.

The Support Document focuses on the syllabus outcomes, evidence of learning and how the evidence of learning is gathered and determined. These components help in the development of the Scope and Sequence and Skills Mapping. Ensuring that the module/course duration is appropriate, assessments are scheduled and outcomes appropriately covered.  In the development of the scope and sequence in relation to 8.4 Life on Earth, 30 hours over 7 weeks and covering outcomes P 1, 3, 4, 5, 10, 11,12, 13, 14, 15. An assessment task, possibly a research task, would also be conducted.

The Stage 6 courses do not have specific Support Documents for each. The school and its teachers are able to develop and identify specific aspects of the programs that suit their school and their students. Meeting the needs and culture of the school in developing the program allows flexibility and individualisation. The teachers development of assessments in relation to their program to identify evidence of learning and the gathering of this is advised through the document. Students should be able to demonstrate their knowledge and skills and learning experiences developed to allow for this evidence to be observed. Teachers should also be able to evaluate how well the learning experiences worked and if they achieved the outcomes/aim. The document only provides advice and guidance to a teacher and the development of a program comes down to the individual school and the needs of its students.

NSW Board of Studies (2007).  Science Stage 6 Revised Support Document.  Sydney, Australia: NSW Board of Studies.

Teaching values in Biology

The Preliminary Biology Syllabus allows students to develop positive values and attitudes towards living and non-living environmental components and the ethical behaviours associated with science and its consequences (Board of Studies, 2002).

In 8.3 Patterns in Nature students study living and non-living from the microscopic to the organism itself, factors affecting the organism in the environment and the functions of the systems within them. Plants and animal systems are studied to increase the understanding of the processes to obtain essential nutrients from the environment. 

Incorporating values education into the topic seems to be a little difficult at first glance and I have developed this by taking a different approach by slightly going beyond the requirements of the syllabus in a way but still, what I believe, a worthwhile topic that will engage thought and consideration in the scientific future. 

So, in using the strategy known as PMI  (Plus Minus Interesting) (http://www.schools.nsw.edu.au/studentsupport/studentwellbeing/values/vitcr/strategies/index.php#s13) and focussing on 8.3.1 "discuss the significance of technological advances to developments in the cell theory", students will be asked to draw up a 3 columned table with the 3 headings and list, with the possibility of research being dependant on time constraints of course, ideas and their thoughts/research on the ideas of the costs associated in the development of scientific research. Directive questions could be asked such as why not spend money on worthy causes such as keeping the poor fed and sheltered. etc. This can be discussed as a class, where students share their thoughts and ideas on the topic. However this strategy could be used throughout the syllabus on various points of interest and as a general science discussion point. It is quite flexible. 

Rationale, aims and objectives in Biology Stage 6

The rationale and aim are integral components of the documents being analysed. The rationale defines the subject and its importance in the lives of students while the aim identifies the educational gain students experience from the documents content (Board of Studies 2009). The study of science is an important foundation in the education of adolescents as so they can develop a satisfactory level of knowledge to make informed decisions in society and at a personal level during their lives (Venville and Dawson 2004). In the rationale of the NSW Syllabus for both Stage 4/5 and 6,  the importance of a student’s critical thinking skills in combination with their ability to problem solve in creative fashions recognised.

The Stage 4/5 rational in comparison to the Stage 6 rational for Biology have a similar focus in that student become independent learners with an appreciation of the scientific world. The Stage 4/5 rationale provides visions and knowledge of the world, explaining phenomena and explaining the world in a biological, physical and technological sense.  Stage 6 Biology focuses on a student and the interactions of organisms and environments. They study the human impact on the environment and how to “conserve, protect, maintain and improve the quality of all environments for future generations.”  (Board of Studies 2002).

The aim and objectives for the Stage 4/5 and Stage 6 Biology Syllabus have the same underlying fundamental ideas in developing knowledge, skills and attitudes through learning experiences. The PFA’s, Knowledge and Skill objectives are all similar. However in the Stage 6 syllabuses deepens into specific Biological context, knowledge and skills. For example cell, environmental and evolution.  The Stage 4/5 are broad covering all aspects of scientific discovery and learning.

The Stage 6 Biology syllabus assumes students have the knowledge and understanding from the Stage 4/5 syllabus for 8.2 A local Ecosystem, specifically relating to 5.10 Ecosystems and 5.11.2a pollution. This module aims to increase a student’s knowledge and understanding of the biological applications, nature and practices with emphasis placed on field experience. The syllabus uses the Spiral Curriculum idea in which students are exposed to the topic/subject numerous time throughout their studies and each time the prior knowledge is built upon with greater depth and difficulty. Jerome Bruner believes students need to learn the principles with learning through enquiry. This is enhanced by revisiting previously taught ideas and concepts. http://www.gtce.org.uk/tla/rft/bruner0506/. This is evident in the Syllabus for science through all schooling with Investigating Scientifically and the Continuum of Learning. http://www.curriculumsupport.education.nsw.gov.au/investigate/continuum.htm

References

Board of Studies. (2010). Science Years K-10 Draft Australian Curriculum. NSW: Board of Studies.

Board of Studies. (2002). Biology Stage 6 Syllabus. NSW: Board of Studies.

Venville, G., & Dawson, V. (2004). The Art of Teaching Science. Crows Nest: Allen and Unwin.