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What This Means for Instruction
Life science education provides an opportunity to both help students
understand the natural world and their place in it, and to address common
misconceptions that students may hold. Through active investigation in life
science, students gain a basic understanding of the processes of science, as
well as knowledge about the diversity of life on our planet, the unique and
shared structures in living organisms, the continuity of life and the
interdependence of living things. Allowing students to pose questions and
assisting them in designing scientific inquiry experiences develops critical
thinking skills in science and for life. The authors cited here offer the
following suggestions:
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Recognize students’ misconceptions and focus instruction, particularly by
using the laboratory, on replacing them with accurate concepts. (Llewellyn;
Wandersee, Mintzes & Novak; Ozay and Oztas; Smith and Anderson)
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Use concept maps to help students link concepts and to integrate new knowledge.
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(Novak; Allen & Stroup; Stoddart, Abrams, Gasper & Canaday; Lunsford and
Herzog)
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Involve students in active learning and in investigating natural phenomena
through laboratories and experiments. (Arons; Von Secker & Lissitz; National
Research Council)
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Practice inquiry teaching to help students think like a scientist or become
critical thinkers in science. (Bybee; Germann)
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Help students integrate new information into existing knowledge by providing
real-life examples. (Allen and Stroup; Wright and Govindarajan)
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Assist students in identifying anomalous events and use anomalies to generate
new explanations and promote conceptual change. (Echevarria)
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Provide time for active experimentation for all students, especially for those
who are poorly motivated. (Strage and Bol; Von Secker and Lissitz)
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