Session S13 (Sunday, 2pm, Thomas 201)

P75: Toward high school biology: Defining the targeted knowledge

Jo Ellen Roseman (American Association for the Advancement of Science, USA), Janet Carlson (Biological Sciences Curriculum Study, USA), Jean Flanagan (American Association for the Advancement of Science, USA), Cari Herrmann Abell (American Association for the Advancement of Science, USA), Elaine Howes (Biological Sciences Curriculum Study, USA), Rebecca Kruse (Biological Sciences Curriculum Study, USA), Kathleen Roth (Biological Science Curriculum Study, USA)

We will describe the process that we used to define the body of chemistry and biochemistry knowledge that we hypothesize will help prepare middle school students for modern high school biology.  A set of learning goals was chosen and then clarified to ensure that the curriculum unit and accompanying measures emphasize a coherent story.  The set of learning goals include concepts from the chemical and biological sciences that are foundational to learning high school biology topics.   Each learning goal was unpacked into sub-ideas that state precisely what students are expected to know which are accompanied by boundary statements that state explicitly what they are not expected to know.  This process also included identifying common student misconceptions and difficulties related to the learning goals that the unit and measures will address.


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