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The study of biology provides students with opportunities to develop an understanding of our living world. Biology is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Scientific inquiry is the primary process by which scientific knowledge is gained. It involves the basic skills of questioning, prediction, qualitative and quantitative observation, classification, inference, communication. Additionally, inquiry develops integrated skills such as identifying and controlling for variables, generating procedures, planning strategies for testing hypotheses and answering questions, and for collecting and interpreting appropriate data. The knowledge of biology includes scientific data, concepts, hypotheses, theories, methodology, use of instruments, and conceptual themes.
Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding biology. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things.
The most effective vehicle by which the process of inquiry can be learned appears to be a laboratory or field setting where the student experiences, firsthand, the inquiry process. Laboratory and field study have also been demonstrated to be effective means for comprehension, understanding and application of biological knowledge. Lab and field experiences provide opportunities for teachers to model best practices in the study of biology, including application of scientific methodologies, respect for life and the environment, inclusion of learners of all abilities, and consistent adherence to safety standards. Thus, study in a laboratory and/or field setting is an integral and essential part of a biology course. The following are recommendations regarding teaching strategies, physical resources, and curriculum development that will enhance the study of biology and improve the quality of biology instruction in our schools.
In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena. They observe, collect data and interpret data of life processes, living organisms, and/or simulations of living phenomena. The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques.
Most laboratory and field activities used in the schools are prepared commercially; NABT urges these other developers to provide instructional activities that meet the above guidelines. The most productive curricula will be those with an abundance of active learning, such as laboratory and field investigations, upon which the teacher can base further indirect learning experiences, such as lectures, discussions and assignments.
The National Association of Biology Teachers empowers educators to provide the best possible biology and life science education for all students.
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