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This edited volume presents the current state of the art of
genetics education and the challenges it holds for teaching as well
as for learning. It addresses topics such as how genetics should be
taught in order to provide students with a wide and connected view
of the field. It gives in-depth aspects that should be considered
for teaching genetics and the effect on the student's
understanding. This book provides novel ideas for biology teachers,
curriculum developers and researchers on how to confront the
presented challenges in a way that may enable them to advance
genetics education in the 21st century. It reviews the complexity
of teaching and learning genetics, largely overlooked by biology
textbooks and classroom instruction. It composes a crucial
component of scientific literacy.
This book specifies the foundation for Adapted Primary Literature
(APL), a novel text genre that enables the learning and teaching of
science using research articles that were adapted to the knowledge
level of high-school students. More than 50 years ago, J.J. Schwab
suggested that Primary Scientific Articles “afford the most
authentic, unretouched specimens of enquiry that we can obtain”
and raised for the first time the idea that such articles can be
used for “enquiry into enquiry”. This book, the first to be
published on this topic, presents the realization of this vision
and shows how the reading and writing of scientific articles can be
used for inquiry learning and teaching. It provides the origins and
theory of APL and examines the concept and its importance. It
outlines a detailed description of creating and using APL and
provides examples for the use of the enactment of APL in classes,
as well as descriptions of possible future prospects for the
implementation of APL. Altogether, the book lays the foundations
for the use of this authentic text genre for the learning and
teaching of science in secondary schools.
This book specifies the foundation for Adapted Primary Literature
(APL), a novel text genre that enables the learning and teaching of
science using research articles that were adapted to the knowledge
level of high-school students. More than 50 years ago, J.J. Schwab
suggested that Primary Scientific Articles "afford the most
authentic, unretouched specimens of enquiry that we can obtain" and
raised for the first time the idea that such articles can be used
for "enquiry into enquiry". This book, the first to be published on
this topic, presents the realization of this vision and shows how
the reading and writing of scientific articles can be used for
inquiry learning and teaching. It provides the origins and theory
of APL and examines the concept and its importance. It outlines a
detailed description of creating and using APL and provides
examples for the use of the enactment of APL in classes, as well as
descriptions of possible future prospects for the implementation of
APL. Altogether, the book lays the foundations for the use of this
authentic text genre for the learning and teaching of science in
secondary schools.
This edited volume presents the current state of the art of
genetics education and the challenges it holds for teaching as well
as for learning. It addresses topics such as how genetics should be
taught in order to provide students with a wide and connected view
of the field. It gives in-depth aspects that should be considered
for teaching genetics and the effect on the student's
understanding. This book provides novel ideas for biology teachers,
curriculum developers and researchers on how to confront the
presented challenges in a way that may enable them to advance
genetics education in the 21st century. It reviews the complexity
of teaching and learning genetics, largely overlooked by biology
textbooks and classroom instruction. It composes a crucial
component of scientific literacy.
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