The search for more effective methods of teaching high-school biology to slow learners through interaction analysis.: Part I. The effects of varying teaching patterns

1970 ◽  
Vol 7 (1) ◽  
pp. 9-19 ◽  
Author(s):  
Irvin M. Citron ◽  
Cyrus W. Barnes
Keyword(s):  
High School ◽  
Interaction Analysis ◽  
High School Biology ◽  
Slow Learners

Plant Biotechnology Workshop for High School Students

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 504e-504
Author(s):  
Erika Szendrak ◽  
Paul E. Read ◽  
Jon S. Miller
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Science ◽  
Plant Biotechnology ◽  
Plant Science ◽  
High School Biology ◽  
School Students ◽  
Subsequent Transformation ◽  
Set Up

Modern aspects of many subjects (e.g., computer science and some aspects of medical science) are now taught in many high schools, but the plant sciences are often given short shrift. A collaboration was therefore established with a high school biology program in which pilot workshops could be developed to enable advanced students to gain insights into modern plant science techniques. A successful example is the workshop on plant biotechnology presented in this report. This workshop is simple and flexible, taking into account that most high school biology laboratories and classrooms are not set up for sophisticated plant science/biotechnology projects. It is suitable for from 10 to 30 students, depending upon space and facilities available. Students work in pairs or trios, and learn simple disinfestation and transfer techniques for micropropagation and potential subsequent transformation treatments. Students gain insights into: sterile technique and hygiene; plant hormones and their physiological effects; plant cell, tissue and organ culture; the influence of environmental factors on response of cells and tissues cultured in vitro; and an understanding of the phenomenon of organogenesis and resulting plant growth and development. This workshop has been tested on several classes of students and following analysis, several refinements were included in subsequent iterations. Results of the students' experiments have been positive and instructive, with student learning outcomes above expectations. Further details of the workshop techniques and approach will be presented.

Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience

2010 ◽  
Vol 28 (3) ◽  
pp. 273-316 ◽  
Author(s):  
Kevin J. Pugh ◽  
Lisa Linnenbrink-Garcia ◽  
Kristin L. K. Koskey ◽  
Victoria C. Stewart ◽  
Christine Manzey
Keyword(s):  
High School ◽  
Conceptual Change ◽  
High School Biology ◽  
Transformative Experiences
Sign in / Sign up

Export Citation Format

Share Document