Biological Sciences Curriculum Study (BSCS)

Established in 1958, a non-profit organization, dedicated to: development of biological sciences curricula at all levels provide professional development for teachers

Started in response to debate regarding how biology should be taught and what should be taught

BSCS redefined importance of scientific theories and based them on scientific data

Concensus on content: 9 themes in biology deemed to be the most important and central to the idea of EVOLUTION...

Evolutionary theory had almost dissappeared from textbooks at that time.

BSCS is the basis for Joseph Schwab’s model of teaching, “Invitation to Inquiry”

often associated with Constructivist Theory; basic ideas of constructivism:

we all learn, interpret and organize information in individual waysfactors such as genetics, environment and developmental history form these unique interpretations

In a nutshell….

Children are actively engaged problem solvers.

Schwab outlines 4 Phases in his model of teaching:

1. Teacher “proposes a problem.

2. Students structure the problem to identify the thrust of the problem

3. Students “speculate” on the problem

4. Students speculate on how to solve problem through investigation

Scientific Method:

*Identify the problem

*Research topic/gather information

*Form a hypothesis

*Experiment: gather materials, plan a procedure, conduct experiment, gather data, interpret data, form conclusion

This approach to learning does the following:

Students work to solve problems of their own construction or those posed by the teacher. Students work both in class and out of class. The teacher serves as a helper, guide, and resource provider. Students often work in teams. Students seek to learn process as well as product. School is more like real-life solution seeking. Parents and community are often important associates in the learning. Since many activities are open-ended, there may be a variety of appropriate solutions and processes.

Schwab and BSCS are important because they do the following...

Emphasize thoughtful inquiry and decision making, as opposed to memorization

Encourage students to see science as a current body of knowledge and an on-going investigation into new information

Teach students to think critically and apply knowledge to real-world situations

Student’s learn science by doing science, not by hearing about it!