Organizers: Rebecca Kruse (Biological Sciences Curriculum Study, USA), Cari Herrmann Abell (American Association for the Advancement of Science, USA), Elaine Howes (Biological Sciences Curriculum Study, USA)
Presider: Rebecca Kruse (Biological Sciences Curriculum Study, USA)
Much of modern biology has become increasingly chemical in character. The field of biology now relies on chemistry as a major part of its research and language, with more biological phenomena being explained in fundamental chemical terms. In order to better support students’ ability to explain a range of phenomena, systems, and processes in living organisms, Project 2061 of the American Association for the Advancement of Science, the Biological Sciences Curriculum Study, and a team of middle and high school teachers have designed, developed, and evaluated an intervention to improve middle school teaching and learning of foundational ideas in chemistry and biology. In this five-paper set we will describe five components of the iterative work: 1) defining the content that will be addressed; 2) designing and developing a foundation curriculum unit: Toward High School Biology; 3) designing and developing teacher support materials and professional development; 4) measuring students’ understanding; and 5) measuring teachers’ knowledge of the curriculum.