The ability of A-level students to name plants

he ability of A level students to recognise and name common wild flowers was shown to be very poor. Traineeteachers performed little better and nearly a third of the practising A-level biology teachers tested were able toname only three or fewer wild flowers.

Although opportunities exist at primary level for children to learn about the environment, most enter sec-ondary school with a poor knowledge of the organisms around them, particularly plants. At secondary level thedecrease in the importance of whole organism biology in the curriculum, declining opportunities for fieldworkand the concentration of A-level fieldwork on techniques and course assessment allow little time for training inidentification skills. Many A-level students feel that being able to recognise and name organisms is not important. In teaching students to be responsible citizens and to care about their environment, a knowledge of atleast the common organisms around them is vital.Initiatives are needed to engage the interest of primaryschool children and to provide more opportunities for fieldwork at secondary level, including time to teach students to recognise organisms. Training for teachers would be valuable and the role of organisations outside formal education in educating the wider public is also recognised.     

How fieldwork-oriented biology teachers establish formal outdoor education practices

ABSTRACT

Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal biology education. This case study explores three secondary-school biology teachers who untypically use outdoor education as a major part of their ecology courses for 8^th grade students (median age 14). Berger and Luckmann’s theory of the process of institutionalization as a theoretical background is used to interpret the pedagogical and organizational choices of the case study teachers. Analysis of the interviews of the selected three teachers revealed pedagogical and organizational means through which outdoor teaching is institutionalized into a regular activity in biology lessons. The teachers considered regularity, assessment practices and the school curriculum as major tools to legitimate outdoor learning as a formal schoolwork and foster successful learning. However, they also emphasised students’ freedom during outdoor activities. The findings are discussed in terms of how the teachers succeeded in combining the institutional order of formal schooling with students’ freedom in nature.     

Barriers To Biological Fieldwork: What Really Prevents Teaching Out of Doors?

This paper considers a range of factors that may contribute to an unwillingness or inability of teachers to participate in the teaching of biology through fieldwork. Through a synthesis of the views of both pre-service teachers in training and primary school teachers in practice we explore the relative importance of a wide range of potential barriers and potential responses to them in the context of the wider literature. We conclude that although fieldwork may be impeded by the interaction of a wide range of individual barriers, including an individual’s predisposition towards the outdoors, it is possible to group interacting barriers into two main areas: school culture and teacher confidence. It is also apparent that barriers may assume different levels of significance when considered in general terms rather than when applied to a particular context and that the significance of barriers may change through time. Encouragingly, we have also shown that in-service teachers have a willingness to overcome these barriers.     

On Natural History and Ecology

Percolating filters provide easily accessible, rewarding sites for ecological fieldwork, within the scope of GCE A-level syllabuses. The use of percolating filters reduces problems of organization, avoids damage to habitats, and provides a local study site which can be used for fieldwork or the rapid collection of biological material throughout the year. The component species are easily identified and the habitat can be studied as a simple or complex system. Meaningful data, both micro and macroscopic, can be easily collected to study species interactions.     

Characterisation of Digestive Enzymes in Freshly Killed Animals

We present an investigation (for A-level biology students and equivalent) into the mechanism of glucose-induced extracellular acidification in unbuffered yeast suspensions. The investigation is designed to enhance understanding of aspects of the A-level curriculum that relate to the phenomenon (notably glucose catabolism) and to develop key skills in scientific enquiry.We demonstrate that glucose-induced extracellular acidification (monitored by pH electrodes linked to a computer) is inhibited by glycolytic and TCA cycle inhibitors. Dimethylsuccinate, which forms succinate after entering cells, also induces acidification that is inhibited by malonate, an inhibitor of succinate oxidation. The yeast plasma membrane has a proton pump that extrudes protons from the cell. However, inhibitors of the pump do not affect glucose-induced acidification during 20 minutes of monitoring pH, indicating that under the experimental conditions employed, the pump does not have a significant role in the process. Taken together, the data indicate that glucose-induced acidification of the medium occurs as a result of its catabolism and subsequent outward diffusion of the CO₂ derived from respiration and/or fermentation. A discussion is presented on how the investigations developed skills of scientific enquiry in undergraduate trainee teachers who carried out some of the experiments and on how the investigations can be used to enhance these skills in A-level students.     

The readability of school biology textbooks

In a study of 104 biology lessons, evidence was found of the widespread use of texts as sources of information, often unsupported by other teaching. The readability of three popular texts for the 14–16 age range was estimated by three different measures. Comprehension tests of material from the books (cloze tests) were given to 100 school biology pupils (aged 15–16 years). The results confirmed that the texts presented serious problems of comprehension for some pupils.

Some implications for teachers and authors are discussed.     

Biology-specific vocabulary: students’ understanding and lecturers’ expectations of student understanding

Abstract

The current A-level biology curriculum includes a broad coverage of all the biosciences which demands knowledge of a wide range of biological vocabulary. Students (n = 184) from two UK universities were presented with a list of vocabulary, associated with a ‘Revise Biology’ text which highlighted key terms that students should know. Lecturers (n = 26) were asked which of these terms they expected students to know, or be aware of. Findings revealed that students’ claimed knowledge of vocabulary exceeded lecturer expectations. In addition, there were a number of terms which students did not understand and lecturers did not expect them to know, which could be removed from A-level biology courses. This is discussed in relation to whether A-level curricula need to be so content heavy and whether lecturers would benefit from knowing more about their students’ knowledge of discipline-specific terms.     

The onset of Late Paleolithic in North China: An integrative review of the Shuidonggou site complex,China

Shuidonggou (SDG) attracts scholars who are interested in Late Paleolithic of China, even east Asia, from generation to generation since 1923 when rich lithic artifacts and animal fossils were discovered at locality 1. During the past almost one century, many excavations have been conducted by different institutes at different localities of SDG. Numerous data has been obtained and tens of thousands of artifacts were yielded. The understanding of nature and context of SDG is increasing gradually with the repeated excavation and in-depth research. The present paper reviewed the formal excavations and achievements in SDG. Especially, a series investigations and excavations since 2002 have been emphasized. After this long-term fieldwork, the geographic range of SDG has extended far beyond the range suggested by previous findings. The presence of discrete cultural horizons at various SDG localities indicate repeated use and occupation of the area by early human groups between 50–10 kya with a gap in LGM. During the repeated occupations, diverse and complex behaviors including gathering various plants, heat treatment preparation for knapping, making ornaments, engraving were identified using different kinds of methods and techniques by scholars. Paleoenvironmental reconstruction based on pollen analysis suggests that late Pleistocene/early Holocene human utilization of the SDG area occurred primarily around 32–24 kya and 13–11 kya when climatic conditions were more favorable. Years of excavations and researches make progress with nature of SDG. However, the issues about Initial Upper Paleolithic assemblages in SDG, origin/disappearance of Levallois-like technology in China are still open to debate. Further excavation and research at SDG1 will clarify these issues.     

EM-REML estimation of covariance parameters in Gaussian mixed models for longitudinal data analysis

This paper presents procedures for implementing the EM algorithm to compute REML estimates of variance covariance components in Gaussian mixed models for longitudinal data analysis. The class of models considered includes random coefficient factors, stationary time processes and measurement errors. The EM algorithm allows separation of the computations pertaining to parameters involved in the random coefficient factors from those pertaining to the time processes and errors. The procedures are illustrated with Pothoff and Roy''s data example on growth measurements taken on 11 girls and 16 boys at four ages. Several variants and extensions are discussed.     

Annual Review

In recent years, the science teaching community and curriculum developers have emphasised the importance of teaching inquiry and teaching science as inquiry. One way of developing learners' skills for planning and carrying out scientific research is by allowing them to perform independent research, guided by a teacher. It was recently discovered that there are considerable differences between experiments conducted by scientists and those conducted by students, with regard to the cognitive processes that the experimenters go through. Developing inquiry study activities that emphasise authentic inquiry was suggested in order to introduce students to cognitive activity that more closely resembles that of scientific professionals. This article describes the Biomind programme, intended for students of Grades 11 and 12 (ages 16 to 18 years) majoring in biology. The curriculum, developed by biology teachers, enables students to conduct independent research under teacher guidance. The curriculum emphasises the learning process, not just the outcome, and so students must reflect upon the work in progress. Moreover, the Biomind curriculum follows the principles of authentic inquiry. Biomind may improve students' scientific thinking abilities, expand the guidance aspect of teachers' work, and inspire curriculum developers to further emphasise inquiry.     

Bringing the real world into the biology curriculum

This study followed a small but diverse group of biology teachers through the first two years of the pilot for a new Advanced Level Biology course - Salters-Nuffield Advanced Biology. SNAB aims to modernise A-level Biology using real world contexts and examples as the starting point, promoting conceptual understanding rather than factual recall, encouraging active learning and developing a capacity for critical thinking and reflection. If the teachers were to implement this new curriculum as intended they would have to change some of their usual practices. The challenges which they encountered and the ways in which they responded were identified through a series of semi-structured interviews with each teacher, supported by lesson observations and interviews with students and technicians. A major constraint on changing practice was uncertainty about how to manage new approaches effectively.     

The “Long-arm” of chronic conditions in childhood: Evidence from Canada using linked survey-administrative data

The objective of this study was to investigate the relationship between health conditions in childhood (ages 4–11), and health and socioeconomic outcomes in adulthood (ages 21–33). This study takes advantage of a new linkage between the National Longitudinal Survey of Children and Youth (NLSCY) and administrative tax data from the T1 Family File (T1FF) from Statistics Canada. The NLSCY includes rich longitudinal information on child development, while the T1FF includes administrative tax information on each child in adulthood (e.g., income, social assistance). The primary measures of child health relate to the diagnosis of a chronic condition, affecting the child’s physical or mental/developmental health. The results suggest that mental/developmental health conditions in childhood more negatively influence adult health and socioeconomic conditions, compared to physical health conditions. Interaction models reveal modest heterogenous effects; for example, there is some evidence of a cushioning effect from higher household income in childhood, as well as an exacerbating negative effect from lower birth weight for mental/developmental health conditions. Using a covariate decomposition approach to explore underlying pathways, the results reveal that associations between health in early life and outcomes in adulthood are partially explained by differences in cognitive skills (i.e., mathematics test scores) in adolescence (ages 16–17). Results may encourage policy investments to mitigate the occurrence of health conditions in childhood and to ensure timely access to educational supports and health services for children with chronic conditions.     

The Grasshopper and the Taxonomer

Data are presented from an extensive survey of both lecturers and students in thirteen universities/ university colleges, analysis of which suggests that A-level biology should be one of the compulsory entrance requirements for undergraduate courses in pure or applied biology, unless there are significant changes in university teaching methods.     

Childhood eczema: disease of the advantaged?

OBJECTIVE--To determine whether the increased prevalence of childhood eczema in advantaged socioeconomic groups is due to increased parental reporting. DESIGN--Comparison of parental reports of eczema with visible eczema recorded by medical officers during a detailed physical examination. SETTING--National birth cohort study. SUBJECTS--8279 children from England, Wales, and Scotland born during 3-9 March 1958 and followed up at the ages of 7, 11, and 16. MAIN OUTCOME MEASURES--Prevalence of eczema according to parental report compared with medical officer''s examination at the ages of 7, 11, and 16. RESULTS--Prevalence of both reported and examined eczema increased with rising social class at the ages of 7, 11, and 16 years. The point prevalence of examined eczema at age 7 was 4.8%, 3.6%, 3.6%, 2.4%, 2.2%, and 2.4% in social classes I, II, III non-manual, III manual, IV, and V respectively (chi 2 value for linear trend 12.6, P < 0.001). This trend persisted after adjustment for potential confounders such as region and family size and was not present for examined psoriasis or acne. CONCLUSIONS--Eczema is more prevalent among British schoolchildren in social classes I and II than those in lower classes. Exposures associated with social class are probably at least as important as genetic factors in the expression of childhood eczema.     

Influences on biology teachers' reported familiarity with and use of new curriculum materials

A survey of science teachers in 17 Local Education Authorities reveals wide dissemination and high adoption of materials from Nuffleld O-level and A-level biology schemes. Teachers identified as high adopters, in contrast to low adopters, rated 4 factors as facilitating use of the materials ; time available for preparation, availability of special grants to start projects, availability of money to keep projects going, requirements of external examinations.

High adopters were also more frequent users of seven sources of information; specialist subject journals, science journals and magazines, catalogues from scientific supply companies, university staff, and meetings in professional centres, universities and other higher or further education institutions.

High adopters also viewed, as important outcomes of science teaching, the development of favourable attitudes and, as not important, the ability to take personal responsibility for pupil planning of learning experiences and the development of pupils' ability to work together as a group.

High adopters agreed more strongly with 3 effects of projects; they provide idealists with a platform, increase outside support for change and do not influence the internal organisation of schools.     

The Ontogeny of Apomorphine-Induced Alterations of Neostriatal Dopamine Release: Effects on Spontaneous Release

The effects of apomorphine (0.05, 0.1, and 1.0 mg/kg, s.c.) on the extracellular levels of dopamine and the dopamine metabolite 3, 4-dihydroxyphenylacetic acid were studied through the use of in vivo microdialysis in the neostriatum of developing and adult rats. Fifteen-minute samples were collected from urethane-anesthetized rats 5, 10–11, 21–22, and 35–36 days old and adults and quantified by HPLC with electrochemical detection. Apomorphine attenuated extracellular levels of dopamine in all age groups, suggesting that the dopamine autoreceptor modulating release in the neostriatum is functional by 5 days of age. A dose-response effect of apomorphine on extracellular dopamine was observed in all age groups except at 10–11 days of age. Extracellular levels of 3, 4-dihydroxyphenylacetic acid were also significantly decreased in all age groups, consistent with the hypothesis that synthesis-modulating dopamine autoreceptors in the neostriatum are functional by 5 days of age. Apomorphine had a significantly greater effect on extracellular 3, 4-dihydrpxyphenylacetic acid levels at the 0.05 and 0.1 mg/kg doses in the 5- and 10–11-day-old age groups compared with the other ages. Absolute levels of extracellular dopamine were significantly attenuated at 5 days of age compared with the other ages, and absolute levels of extracellular 3, 4-dihydroxyphenylacetic acid monotonically increased with age.     

Body dimensions and thyroid hormone levels in premenopausal and postmenopausal women from Austria

Correlations between thyroid hormone levels and body dimensions were investigated in a group of 124 premenopausal (ages 16–40 years) and 142 postmenopausal (ages 38–61 years) women from Vienna, Austria. Twenty-nine absolute body dimensions and thirteen anthropometric indices were correlated with the serum levels of thyroxine, triiodothyronine, thyroid-stimulating hormone, and thyroid-hormone-binding globulin as well as three hormone ratios (T3/T4, T4/TSH, T3/TSH). All hormones exhibited statistically significant correlations with 24 anthropometric variables and 11 indices. The correlations between thyroxine and triiodothyronine levels and the body measurements were predominantly positive in both proband groups. Higher thyroid hormone levels were associated positively with body dimensions, especially with the amount of subcutaneous fat tissue, in adult females independently of their menstrual status. The direction of the correlations between thyroid-stimulating hormone and body measures as well as anthropometric indices differed between the premenopausal and the postmenopausal women. While in premenopausal women mainly positive correlations between anthropometric characters and the level of thyroid stimulating hormone occur, in postmenopausal women most of these correlations are negative. This is probably due to the decrease of thyroid-stimulating hormone levels with increasing age, as well as with changes in body shape during the climacteric and after the menopause. © 1994 Wiley-Liss, Inc.     

The evaluation of fieldwork: concept elucidation by transects

Problems associated with biology fieldwork and the teaching of ecology are outlined and it is suggested that a key to improvement in this area is the development of a more objective approach based on evaluation data indicating the effectiveness of fieldwork exercises. Lack of such data is considered to be contributing to educational inertia.

An evaluation of concept elucidation by transect exercises is reported. One concept considered important in relation to zonation is not significantly elucidated. This is considered as a limitation of the transect as an educational exercise and is taken to illustrate the potential importance of evaluation work.     

Assessing students’ performances in decision-making: coping strategies of biology teachers

Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students’ performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory to focus on teachers’ concepts and, especially, coping strategies in assessment concerning students’ decision-making in SSIs. Semi-structured interviews with six teachers, in combination with video-vignettes, were used for data generation. The results show predominantly defensive strategies when teachers are confronted with the assessment of students’ performances in SSIs. These results and implications for teacher education and teacher training are discussed.