Table 3 - uploaded by Joel Ivan Cohen
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A standard part of biology curricula is a project-based assessment of cell structure
and function. However, these are often individual assignments that promote little
problem-solving or group learning and avoid the subject of organelle chemical
interactions.
I evaluate a model-based cell project designed to foster group and individual
guided inquir...
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Citations
... This article follows one describing a cellular encounter (Cohen 2014) as one means to expand principles of the NGSS while further challenging students in their education. Each paper provides the means to work in 'extenders' and accelerated activity while still covering the basics. ...
Microscopy is not specifically mentioned in the Next Generation Science Standards (NGSS), and consequently secondary education limits its use to learning parts, procedures, and observing fixed specimen slides. However, when alternative approaches (See Section IV in this paper) are encouraged, microscopy provides opportunities for hands-on learning, engagement, use of models, and gaining a sense of size, scale, and hierarchical organisation. This article reviews living organism- and ecosystem-based microscopy originally designed for gifted and talented education, and how it could support the NGSS Life Science Framework. The paper begins with a review of curriculum, then discusses (1) five ongoing microscope applications relevant to the NGSS, including mini-ponds modelling ecosystem-organism functions; (2) data from pre- and post-testing as a measure of comprehensive learning; and, (3) a culminating communication project/exhibit on pond life, environmental conditions, and pollution effects.
... To improve this situation, lessons are needed that allow for student-centered research, data collection, and evidence-gathering regarding species loss during the Anthropocene. Such a shift toward student-centered understanding and consensus-building versus acquiring facts alone has proved successful through the use of models in cellular biology (Cohen, 2014). ...
... To improve this situation, lessons are needed that allow for student-centered research, data collection, and evidence-gathering regarding species loss during the Anthropocene. Such a shift toward student-centered understanding and consensus-building versus acquiring facts alone has proved successful through the use of models in cellular biology (Cohen, 2014). ...
The importance of extant biodiversity, concerns regarding the rising
Anthropocene extinction rates, and commitments made by signatories to
biodiversity conventions each increase demands for timely data. However, as
species and conservation indicators become more complex, the less accessible
they are to educators. New pedagogies are needed so that students can
generate their own data for studies of biodiversity and extinction. I present a
simple indicator of species diversity that examines declines in species’
populations and whether or not these species subsequently recovered or faced
extinction. Using such data, 14 threatened species are used as examples of
the time taken for each species to reach a point of either recovery or
extinction. The learning and pedagogical context for this information is
reviewed, student use of the data demonstrated, and the lesson evaluated
according to its learning objectives.
