▸A vision for an integrated and meaningful biology education. ▸A framework for teaching for meaning-making. ▸Concepts that help create a unified narrative across different topics. ▸A taxonomy of understanding can be shared with students and used to assess work.
Chapter 1 combines many threads to explore what holds meaning for secondary biology students. Chapters 2 & 3 introduce the variation theory of learning to show how useful it is in the secondary biology classroom, with many examples. Chapter 4 presents a lesson planning framework for enhancing meaning-making in biology lessons. Chapter 5 discusses two concepts that can unify all the topics of a curriculum. ▸I. Seeing biology through a thermodynamic systems lens and ▸II. Seeing biology through an ecological-evolutionary lens via the concept of life strategies. Chapter 6 introduces a taxonomy of understanding biology that can be shared with students and used to assess their answers. Chapter 7 explores the how and why of embedding the taxonomy into biology curricula. I give examples of how I use it and examples of my students' answers. Chapter 8 concludes by considering the complexity of our subject and the classroom.
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