DOCUMENT RESUME SE 015 800 Frosch, Dorothy Ann An ... · DOCUMENT RESUME ED 088 685 SE 015 800 AUTHOR Frosch, Dorothy Ann TITLE An Investigation of the College General Biology. Curriculum

DOCUMENT RESUME

ED 088 685 SE 015 800

AUTHOR Frosch, Dorothy AnnTITLE An Investigation of the College General Biology

Curriculum as an Integrated Part of the PreserviceTraining of Elementary Teachers.

PUB DATE May 73NOTE 158p.; Page 134 missing; Ph.D. Dissertation, C10.ahoma

State University

EDRS PRICE MF-$0.75 HC-$7.80DESCRIPTORS *Biology; *College Science; Doctcral Theses;

Educational Programs; Educational Research;*Elementary School Teachers; Science Education;*Teacher Attitudes; Teacher Education

IDENTIFIERS *Research Reports

ABSTRACTThis dissertation is an investigation of the

attitudes and opinions relative to college introductory biologycourses as a part of general education in Oklahoma's instituticns ofhigher education. Opinions were gathered from Oklahoma's collegebiology faculty who had teaching responsibilities in the introductorybiology courses. A simultaneous survey was made of the attitudes andopinions of elementary teachers concerning the college generalbiology course. The survey results from both groups were compared.The study revealed the course topics, methodology and philosophywhich the college general biology faculty and the elementary teachersbelieved should be included in a general biology course as part ofthe general education program. Differences in opinions between thetwo groups resulted in little agreement concerning the amcunt ofemphasis given to specific biological principles. The tuo groups werein close agreement concerning the methodology and philosophy tc beused in a beginning biology course. Conclusions were reached cn howthe college general biology course could be developed as anintegrated part of the pi:eservice training of elementary teachers.(Author/JR)

U S OEPARTMENTOF HEALTHEDUCATION & WELFARENATIONAL INSTITUTE OF

EDV:ATIONTHIS DOCUMENT HAS EWEN REPRODUCEO EXACTLY AS RECErvED FROMTHE PERSON OR ORGANIZATION ORIGINAnNG IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPROSENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSIT/ON OR POLICY

COCOOOU./

AN INVESTIGATION OF THE COLLEGE GENERAL

BIOLOGY CURRICULUM AS AN INTEGRATED

PART OF THE PRESERVICE TRAINING

OF ELEMENTARY TEACHERS

By

DOROTHY ANN FROSCH

Bachelor of ScienceCentral State University

Edmond, Oklahoma1958

Master of TeachingCentral State University

Edmond, Oklahoma1964

Submitted to the Faculty of the Graduate Collegeof the Oklahoma State University

in partial fulfillment of the requirementsfor the Degree of

DOCTOR OF EDUCATIONMay, 1973

Name: Dorothy A. Frosch Date of Degree: May 31, 1973

Institution: Oklahoma State University Location: Stillwater, Oklahoma

Title of Study: AN INVESTIGATION OF THE COLLEGE GENERAL BIOLOGYCURRICULUM AL: AN INTEGRATED PART OF TN_.. PRESERVICE

TRAINING OF ELEMENTARY TEACHERS

Pages in Study: 144 Candidate for Degree of Doctor of Education

Major Field: Higher Education

Scope of Study: This dissertation is an investigation of the attitudesand opinions relative to college introductory biology courses asa part of general education in Oklahoma's institutions of highereducation. Opinions were gathered from Oklahoma's college biologyfaculty which had teaching responsibilities in the introductorybiology courses. A simultaneous survey was made of the attitudesand opinions of elementary teachers concerning the college generalbiology course. The survey results from both groups were compared.

Findings and Conclusions: The study revealed the course topics,methodology and philosophy which the college general biologyfaculty and the elementary teachers believed. should be included ina general biology course as a part of the general education pro-gram. Differences in opinions between the two groups resulted inlittle agreement concerning the amount of emphasis given to specif-ic biologic principles. The two groups were in good agreementconcerning the methodology and philosophy to be used in a be-ginning biology course. Conclusions were reached on how thecollage general biology course could be developed as an integratedpart of the preservice training of elementary teachers.

ADVISER'S APPROVAL


BIOLOGY CURRICULUM AS AN INTEGRATED

PART OF THE PRESERVICE TRAINING

OF ELEMENTARY TEACHERS

Thesis Approved:

Thesis Adviser

Dean of the Graduate College

ii

ACKNOWLEDGMENTS

It is with deep gratitude that I express appreciation to the

members of my doctoral committee: to Dr. Kenneth Wiggins, the chairman,

for his patience, encouragement, and guidance throughout the study; to

Dr. Herbert Bruneau for his inspiration; to Dr. William Frazier and

Dr. Franklin Leach for their wise counsel; and to Dr. Jerry Wilhm for

his perceptive suggestions.

Sincere appreciation is extended to Dr. Phillip Heath, Central

Sta._e University, Edmond, who gave me his encouragement and help in

providing a jury group to evaluate the opinionnai.res.

The assistance provided me by Larry Mainnery and Dr. Ronald

Carpenter, of the Oklahoma State Department of Education is deeply

appreciated.

I am sincerely grateful to Dr. Ronald Oines who gave me valuable

advice and assistance in computer analysis.

Finally, I wish to recognize the contribution of my husband,

Stanley, and our children, Steven, Terrianne, Bonnie, and Billy, whose

encouragement, understanding and sacrifices made possible the completion

of this dissertation.

iii

TABLE OF CONTENTS

Chapter Page

I. INTRODUCTION

Statement of the ProbleM 2

Importance of the Study 3

II. SELECTED REVIEW OF THE LITERATURE 5

Science Education in Transition 7

Elementary 'ichool Biology 9

New Demands of Elementary Teachers 13

The Need for College Biology Curriculum Revision . . 14

Restructuring the Biology Curriculum 17

Summary 21

III. METHODS AND PROCEDURES 23

Design of the Study 24

Definition of Terms 25

Development of the Instrument 27

Selection of the Sample 28

Procedures for the Distribution and Return ofthe Instrument 29

Description of the Respondents of the Population . . 30

Treatment of the Data 31

IV. THE RESULTS 32

Interpretation of Data 32

Summary 56

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 60

Summary 60

Conclusions 62

Recommendations 62

SELECTED BIBLIOGRAPHY 64

APPENDIX A 71

APPENDIX B 76

iv

Chapter

APPENDIX C

APPENDIX D

v

Page

100

141

LIST OF TABLES

Table Page

I. Responses to Course Content Statements of the CollegeBiology Faculty and Elementary Teachers in Orderof Increasing Mean Rank of the College Faculty 33

II. Responses to Course Content Statements of the CollegeFaculty and Elementary Teachers Listed in Orderof Diffe:ence in Mean Rank 38

III. Responses to Methodology Statements of the CollegeBiology Faculty and Elementary Teachers in Orderof Increasing Mean Rank of the College Faculty 43

IV. Responses to Methodology Statements of the CollegeBiology Faculty and Elementary Teachers in Orderof Difference in Mean Rank 48

V. Opinionnaire Responses to Areas Which ShouldDefinitely be Emphasized in Any College General

Biology Course 53

VI. Opinionnaire Responses to a Central Theme AroundWhich to Develop a General Education Biology

Course 54

vi

LIST OF FIGURES

Figure

1. Responses to the Concept That the Basis of Classifica-tion is Formed by Hereditary Differences

Page

102

2. Responses to the Concept That Cell Functions ProvideBasic Information About Life Functions at AllBiological Levels 102

3. Responses to the Concept That Life Processes areCommon to All Living Organisms 103

4. Responses to the Concept That Living Systems HaveFour Basic Attributes 103

5. Responses to the Concept That Photosynthesis Resultsin the Storage of Energy in Chemical Bonds 104

6. Responses to the Concept That Cellular RespirationProvides Energy in a Form Usable by All Cells 104

7. Responses to the Concept That Activities of LivingOrganisms Result From Chemical and PhysicalProcesses 105

8. Responses to the Concept That Complex Living Systemsare Controlled in Part By Enzymes . . . . 105

9. Responses to the Concept That the Universal GeneticCode is Based on Four Different Nucleotides 106

10. Responses to the Concept That Four Groups of OrganicCompounds Form the Basis of All Living Components 106

11. Responses to the Concept That the Gene Consists ofDNA and is the Fundamental Unit of Heredity 107

12. Responses to the Concept That the Basis of Heredityis the Reproduction and Transmission of DNA or RNA 107

13. Responses to the Concept That Mutations in a Populationare Random; Selection of Mutations Form Patterns 108

14. Responses to the Concept That Genetic Material Determinesthe Properties of Living Organisms 108

vii

Figure

15. Responses to the Concept That Organisms ReproduceThemselves By Sexual and Asexual Methods

16. Responses to the Concept That Adaptation Has Resultedin Biological Organization

17. Responses to the Concept That the Animal Kingdom Can BeSub-divided into Vertebrates and Invertebrates

Page

109

109

110

18. Responses to the Concept That There are Groups ofPlants Important to Man: the Gymnosperms and Angio-sperms 110

19. Responses to the Concept That One Cell OrganismsPerform All the Basic Functions of Life 111

20. Responses to the Concept That Some Life Processesare Shared by All Higher Animals

21. Responses to the Concept That There are CertainBasic Life Processes Shared by All Higher Plants 112

22. Responses to the Concept That All Living Systems areActively Engaged in Maintaining Homeostasis 112

23. Responses to the Concept That Feedback Systems HelpRegulate the Activities of Living Systems 113

24. Responses to the Concept That the Development of anOrganism Results From an Interaction With ItsEnvironment 113

25. Responses t" the Concept That as a Zygote DevelopsIt Loses Part of Its Abilrty to Differentiate 114

26. Responses to the Concept That Animal Behavior HasEvolved Just as Other Biological Processes Have 114

27. Responses to the Concept That Most Microorganisms areEssential Components of the Ecosystem ....... . . . 115

28. Responses to the Concept That Plant and Animal PestsCan Best Be Controlled By Natural Means 115

29. Responses to the Concept That Diseases are IdeallyControlled By Prevention Rather Than Cure 116

30. Responses to the Concept That the Biological Patternsof Diversity are the Results of Evolution 116

31. Responses to the Concept That Change is a NaturalPhenomenon: All Things Change Through Time 117

viii

Figure Page

32. Responses to the Concept That No Single CharacteristicSeparates Plants From Animals 117

33. Responses to the Concept That Life May Have BegunSpontaneously in a Primitive Environment 118

34. Responses to the Concept That the Living World isMade of Ecosystems 118

35. Responses to the Concept That Energy Has a UnidirectionalFlow Through Ecosystems 119

36. Responses to the Concept That the Earth Has FiniteSpace, Material and Available Energy 119

37. Responses to the Concept That Order is a Constant

Theme in Biology

38. Responses to the Concept That Man is a PowerfulEcological Force

120

120

39. Responses to the Concept That Population Growth isRelated to Reproduction and Migration 121

40. Responses to the Concept That Man's Social InteractionHas a Basic Biological Behavioral Pattern 121

41. A General Education Biology Course Should Teach FewerTopics and Teach Them in Depth

42. A General Education Biology Course Should Place IncreasedEmphasis on the Social Implications of Biology

123

123

43. A General Education Biology Course Should Give Studentsan Opportunity to Analyze Statistical Data 124

44. A General Education Biology Course Should IncludeScience Majors as Well as NonmajoL 124

45. A General Education Biology Course Should Be CenteredAround Laboratory Work

46. A General Education Biology Course Should Includethe Basic Rules of Scientific Research

47. A General Education Biology Course Should beComprehensive

125

125

126

48. A General Education Biology Course Should Be TaughtBy the Inquiry Method 126

ix

Figure Page

49. A General Education Biology Course Should Have WellDefined Behavioral Objectives Both in the Classroom

and Laboratory 127

50. A General Education Biology Course Should HaveDefinite Provisions For Individual Study 127

51. A General Education Biology Course Should Have aRegular Laboratory Period Which is Coordinated With

Classroom Lectures 128

52. A General Education Biology Course Should Have aComprehensive Examination at the End of the Semester 128

53. A General Education Biology Course Should Include SomeGroup Study Problems 129

54. A General Education Biology Course Should Be a One

Semester Course 129

55. A General Education Biology Course Should HaveProvisions for a Student Study Area 130

56. A General Education Biology Course Should Give theStudent a List of Specific Class PerformancesRequired for an A, B, Etc. 130

57. A General Education Biology Course Should Omit theLaboratory in Favor of Films, Slides and Classroom

Demonstrations 131

58. A General Education Biology Course Should Have No

One Text 131

59. A General Education Biology Course Should Employ theStudent's Help in Defining the Behavioral Objectives

for the Laboratory 132

60. A General Education Biclogy Course Should Have a FlexibleLaboratory Period With Various Groups Working on a

Common Problem 132

61. A General Education Biology Course Should HaveAvailable a Departmental Tutor 133

62. A General Education Biology Course Should Increase theStudent's Powers of Observation in the Living World . . 133

63. A General Education Biology Course Should Have Three

or Four Tests Evenly Spaced Throughout the Semester . . 134

Figure Page

64. A General Education Biology Course Should Have aLaboratory Structured Around Key Experiments in a

Laboratory Manual 134

65. A General Education Biology Course Should HaveCertain Standards of Achievement Established forthe Course Prior to Testing 135

66. A General Education Biology Course Should GiveStudents the Option of Working on Individual Projectsin Lieu of Other Course Requirements

67. A General Education Biology Course Should Increasethe Effectiveness of a Test By Rapidly Grading andReturning It

135

136

68. A General Education Biology Course Should DevelopScientific Attitudes Which Emerge From the Treatmentof Biology as a Dynamic State 136

69. A General Education Biology Course Should HaveLaboratory Experiments Which Allow a Student toProceed at His Own Rate 137

70. A General Education Biology Course Should Use theText Chosen for the Course as a Guide for theDevelopment of Curricular Content 137

71. A General Education Biology Course Should ProvideTraining in the Basic Skills of Laboratory Techniques . . 138

72. A General Education Biology Course Should PrepareStudents for Intelligent Functioning in a Contemporary

World 138

73. A General Education Biology Course Should Be Taught Bythe Lecture Method Primarily

74. A General Education Biology Course Should Be TaughtUsing a Combination of Lecture, InOiry and IndividualStudy

754 A General Education Biology Course Should Adjust theMethod of Instruction to the Type of Students Foundin the Classroom at Any One Time

xi

139

140

CHAPTER I

INTRODUCTION

Science curriculum has been in a state of flux for over a decade.

The initial changes in science curriculum were brought about by the

development of new materials for use in the secondary schools (39). The

success of the new secondary science curriculum pointed up the urgency

of improving the teaching of science in the elementary schools as well

as in colleges. New science programs for the elementary schools are

now available and many are currently used. Attention is now focused on

college science teaching and preservice teacher education programs (55).

The impact of the new curriculum in elementary and secondary schools is

being felt at the college level and new innovations are being intro-

duced (64).

The increased emphasis on the process approach to the teaching of

elementary science and the development of guidelines and standards of

elementary teachers demand the need for carefully planned college

science curriculum. Introductory college biology as a part of that

curriculum could greatly affect the future of science teaching. Olson

(60) states that the future elementary teacher is an important student

in any general biology class because as teachers they will help deter-

mine the attitude toward science and influence potential scientists.

He indicates that these future teachers need special attention as

freshmen in college biology courses.

2

The State Science Committee of The Oklahoma Curriculum Improvement

Commission (78) recommends that college science teachers make an

appraisal of the organization, content and methodology of their courses.

If future teachers are required to teach science as inquiry then these

prospective teachers should be taught by inquiry. They should gain an-

awareness that science is an intellectual, investigative process. What

is done in college science courses will materially affect the way that

elementary teachers teach science. It is important to provide elemen-

tary teachers with the educational opportunity not only to develop

desired attitudes toward science but to acquire knowledge, skills and

techniques so important in retaining the high quality teaching in this

state.

This study was made to determine a model type of college general

biology course for use in Oklahoma's institutions of higher education

and the relation of such a course to the training of elementary

teachers. The major purposes of the study are:

1. To determine the type of college general biology coursewhich the Oklahoma college biology faculty believe wouldconstitute a model course in Oklahoma's institutions ofhigher education.

2. To determine the type of college general biology courseelementary teachers in Oklahoma believe would be most usefulto them in the teaching of elementary science.

3. To develop an outline of a curriculum program for thecollege general biology nonscienc.e major with specialemphasis directed toward the preservice training ofelementary teachers.

Statement of the Problem

Oklahoma institutions of higher education have a responsibility

of providing the type of experiences and opportunities necessary to

3

produce high quality elementary teachers. Part of this responsibility

lies within the realm of each college educator either as a part of the

general education program or as a part of a specialized area. The

achievement of a well integrated, meaningful program is dependent upon

careful planning and implementation of comprehensive learning exper-

iences. The success of such a program requires a unified effort on

the part of the college faculty to study the existing problems, outline

the goals and objectives and initiate a curriculum plan which will

lead toward these goals. The success is also dependent upon the par-

ticipation of the college faculty in a periodic evaluation of course

content and methodology, their knowledge of new curriculum developments

and an awareness of the problems facing elementary teachers.

At the college level the faculty of biological sciences must be-

come more aware of existing problems and conditions and take steps to

correct present conditions, which do not lead to the desired goals and

objectives of an introductor} science course. A study of present gen-

eral biology courses must be made before changes can be initiated.

Once the curriculum patterns are revealed then the way in which these

courses strengthen the training of elementary teachers may be ascer-

tained.

Importance of the Study

Additional research in the area of course content and methodology

in the beginning biology course is needed for at least three reasons.

First, if general biology is a required course in the general education

program in the state of Oklahoma then as a required course it plays an

important role early in the student's training in formulating opinions

4

and attitudes toward science. The second reason is that information

concerning recent curriculum content in introductory biology courses

in Oklahoma has not been analyzed. The third reason is previous

studies in Oklahoma have not attempted to describe a college biology

course with respect to course content and methodology and the way this

is related to the training of elementary teachers.

It is not the intention of this study to reveal weaknesses in gen-

eral biology courses. Rather, agreement among the respondents will

reveal a pattern which will help educators plan a more effective pre-

service program for elementary teachers. Science in the elementary

schools has been completely changed while many science courses at the

college level have changed little if at all. Studies such as the

present one may reveal a need to design science courses for prospective

elementary teachers to provide them with an opportunity to study

science in the same way that they are expected to teach science.

CHAPTER II

SELECTED REVIEW OF THE LITERATURE

Science curriculum revisions began at the secoadary school level

over a decade ago when educators realized that science courses must

differ in emphasis, purpose and kind from that of the preatomic and

premissile eras (38). The science education revolution began with the

notion that science is more than a collection of facts obtained by

memorization; science is knowing something about the character of

scientific knowledge, how it is used, how it was developed. Grobman

(30) reports that biology is taught in our schools today as if no

science instruction occurred before the tenth grade. However, some

educators have been working for a continuously articulated science pro-

gram from kindergarten through high school and new science programs

have been introduced in the elementary school. (41)

Revised elementary science curriculum placed a demand on the

elementary teacher to achieve newly established science education

goals. In many instances the inadequate preparation of the elementary

teachers resulted in reluctance on their part to teach science (35)

(80). Simmons (76) points out that teachers who had difficulty learn-

ing science concepts would not be interested in trying to teach these

same science concepts to children.

Curriculum revision has come slowly to college science. However,

there are some innovative programs in biology such as those at Mankato

5

6

State College (45), Ball State University (56) and Purdue University

(60). A scientist and educator group has been formed, the Commission

on Undergraduate Education in the Biological Sciences (CUEBS), but

there has been no major revision of the curriculum with structured pro-

grams of prepared material like that found on the elementary and

secondary level (31).

Prospective elementary teachers should be prepared to teach new

programs in science that are being developed; they should be prepared

to continue their study of science after graduation to adjust to a

changing curriculum. They should study science in college in the same

manner as they,6ere expected to teach it (34). To define what is

expected of elementary teachers and to direct curriculum improvement,

the AAAS Commission of Science Education established guidelines and

standards for the preservice education of elementary teachers in

February, 1969 (64).

This issued a challenge to college curriculum developers to in-

clude the suggested science education goals within the structure of

revised college general biology currictf.um. The elementary teacher

should be liberally educated but studies are needed to determine ways

in which preservice science education might be improved to meet the

demands for more effective science teaching in elementary schools.

Scientists who teach science courses containing sizable numbers of

prospective elementary teachers should ask such questions as:

Are the science experiences that will be most valuable forfuture elementary teachers the same a3 those for future

lawyers? If not, what experiences do teachers need? Whatmust the future elementary teacher know about the problemsin environmental science, population studies, genetics andevolution? (64)

7

Science Education in Transition

The literature indicates that most science educators are in agree-

mant that better use must be made of advances in aress ;uch as psychol-

ogy, sociology and technology if the problem of the most effective

approach to the teaching of science is to be resolved. Gagne (26) re-

ports that if science education is to begin at the earliest elementary

level one must have a rationale that connects adult behavior with child

behavior. Balzer (2) proposed that the organization of content and

learning experiences must integrate considerations such as: child

development, interest, logical structure of disciplines, attitude

development, the nature of learning, facilities, social context and

teacher preparation.

Various teaching procedures have been proposed. According to

Shulman (74), Bruner of Harvard University is without a doubt the one

person most closely identified with the 'learning by discovery' method

that has become so popular among curriculum reformers. Bruner (9)

maintains that rarely is something discovered outside the learner.

Rather, discovery is the act of reorganizing previously learned facts

to produce a better fit between these facts and the regularity with

which they will be encountered in the learner's experience.

Raven (65) reports that major concepts of a subject should be

determined and then a hierarchy of concepts from simple to complex be

sequenced to enhance the learning of the key concepts. These major

concepts and the relationship among them would provide the structure

for the course. Postlethwait (62) suggests that traditional structure

should be discarded as a starting point for curriculum revision and a

8

solution based on a definition of objectives be sought. The funda-

mental guideline which he stresses is that learning is an activity done

by. an individual and not something done to an individual. Kurtz (46)

advocates the non-content oriented approach to teaching developed along

behavioral objectives. He proposes a key question be asked: What do

I want my students to do after taking my course that they couldn't do

before enrolling in it?

There is a growing popularity of behavioral objectives at the

elementary and secondary levels as well as in colleges and universities.

The college faculty, however, hold different opinions concerning the

usefulness of behavioral objectives in higher education. Ericksen (24)

states that:

Clear-cut behavioral objectives are difficult to define formost college-level courses. How . . . can the instructionand evaluation be adjusted to encompass the subtle objectivesof motivation to learn, critical thinking, value judgment,favorable attitudes toward the discipline, ability to orga-nize relevant information and to solve problems, etc.?

Another style of teaching which has received much attention during

the past decade is the inquiry approach. Burns and Ellis (10) report

that inquiry techniques are clearly related to discovery learning but

are not necessarily synonomous. Suchman (77) states that inquiry is .

wide open, whereas in discovery, controlled procedures lead to pre-

dicted results. In teaching by inquiry the teacher encourages and

aids the child in discovering hidden concepts (18). Gagne (25) reports

that thnre is wide spread agreement among educators and scientists

that inquiry should be woven into the curriculum program to form a

learning pattern. He further reports that the idea of inquiry is per-

haps, the most essential objective of science instruction. Lee (50)

is uncertain whether science teachers, and even some scientists, really

9

know the meaning of inquiry, much less incorporate it into their

teaching. He reports that many college science faculty practice in-

quiry in the laboratory but do not or can not make use of it in class-

room instruction.

To facilitate the use of objectives in education, Bloom (5)

developed a taxonomy of educational objectives as a standard classifica-

tion for the exchange of information about curriculum developments and

the evaluation of the resulting programs. The hierarchical order of

the taxonomy helps specify objectives so it becomes easier to plan

learning experiences. The taxonomy is divided into two domains: the

cognitive and the affective. Frequent reference to the various class-

ification of objectives has made the approach to curriculum development

more uniform.

Elementary School Biology

In the early 1960's elementary science became such a major con-

cern it received national attention and marked the beginning of a

period to seriously reconsider the entire elementary science curriculum

(38). The vastness of the fields of modern science required a variety

of specialists to produce effective new courses, consequently study

groups were formed and the development of elementary science projects

began. Victor (81) states the movement to reform elementary science

may be related to three basic causes:

1. The unprecedented explosion of science knowledge.

2. A marked interest in science education.

3. The new curriculum developments for high school and juniorhigh school science.

10

What makes the 'new' science different from the textbook science?

The difference is due in part to a changing science education philoso-

phy that the curriculum should present science as the scientists see

science and in terms of modern concepts and theories (40). Wyatt and

Atkin (84) believe that the time to begin the study of science is in

the elementary grades because the dhild has a high curiosity and

excitement about the natural universe and it is at this time that these

characteristics should be nurtured. Curiosity appears to come naturally

and inseparably with the child in the first year of school. It may be

fostered by intellectual freedom in the classroom and spurred 'by

interesting systems to investigate (72). Walcott (83) maintains that

elementary school biology must begin with the child's interest and con-

cern and lead him to a greater understanding of the living world.

Hopman (37) asserts that new experience, new iuestions and new

answers characterize a science that is changing and dynamic. Knowledge

in science undergoes continuous revisions; curriculum likewise must

undergo constant change. Renner and Ragan (67) state there are certain

major mental processes which every practicing scientists goes through

sometime during any investigation. They further state that experience

with and the acquisition and understanding of these processes by

children represent the major educational values to be derived from the

study of science. Suchman (77) supports an inquiry approach to the

teaching of science to children because it helps children see that in

creating knowledge, man is constructing order out of chaos. Gagne (27)

suggests a concentration on the process of science in the elementary

gra..ts and that the systematic content learning begin in the seventh

grade. Redfield (66) believes it i3 important for the student to

11

acquire knowledge through involvement as a scientist.

Some curriculum projects which were developed in support of these

ideas are: The AAAS Process Approach supported by the American

Association for the Advancement of Science; The Elementary Science

Study (ESS) conducted by Educational Services Incorporated; The Science

Curriculum Improvement Study (SCIS) undertaken at the University of

California at Berkley; The Minnesota Mathematics and Science Teaching

Project (MINNEMAST) at the University of Minnesota; The Conceptually

Oriented Program in Elementary Science (COPES) developed at New York

University (81). ISCS is the Intermediate Science Curriculum Study

undertaken at Florida State University and is an effort to articulate

elementary and secondary science programs (66).

Kurtz (47) points out in discussing the AAAS approach that child-

ren learn how to do what scientists do and are evaluated in terms of

behavioral changes. He states that features crucial to understanding

the place of biology in the AAAS program are:

1. Published materials are for teachers; there are no textsfor children.

2. The instructional objectives are precise descriptions ofbehaviors the child is to demonstrate at the completionof each exercise.

3. The behavioral objectives are grouped into fourteenprocesses of science: observing, classifying, measuring,communicating, using space-time relations, using numbers,predicting, inferring, formulating hypotheses, control-ling variables, defining operationally, interpretingdata, experimenting, and formulating models.

4. The behavioral objectives comprising each process arearranged in a hierarchy and each objective in this se-quence requires the learning of the previous behaviors.

Cunningham (19) reports that science instruction in the ESS pro-

gram is developed around three phases. The first phase is a 'messing

12

about' phase where the children have fun. Eventually the way of

'messing about' becomes a way of work although the childlike curiosity

is not lost. The second phase is a 'multiple programmed' phase where

various audiovisual aids are used to foster further explorations. The

final phase involves discussion. lecturing, arguing, theorizing, etc.,

that don't occur to children during C.c: earlier phases.

Thomson and Voelker (79) refer to the SCIS approach as the direct

approach to learning, where the child is the ioventor, communicator,

evaluator and synthesizer while the teacher is the catalyst, guide,

observer and evaluator. Lawson (49) presented one scheme of the SCIS

program as starting with whatever ideas the children had concerning

life and builds from there, using the childrens' own observations as

a foundation for the development of biological concepts. Central to

the SCIS program is the idea that extensive laboratory experiences

during the elementary school years will enable the child to relate

scientific concepts to the real world in a meaningful way (71). The

SCIS program is built around four major concepts: matter, energy,

organisms and ecosystems. The way in which these four concepts are

dependent upon one another give depth to the interaction concept (72).

Cummingham (19) summarizes the philosophy underlying some of the

new elementary science curriculum in the following way:

Some projects aim to introduce the child to certain intel-lectual 'inventions' found useful by man in his history forinterpreting natural phenomena (e.g., SCIS, MINNEMAST)while others do the same for man's useful 'processes' ofinvestigating the world (e.g., AAAS). Still others aredeveloping investigations into biological phenomena thatare more open-ended and that include both of the aboveelements (e.g., ESS).

13

New Demands of Elementary Teachers

Current elementary science curricula makes new demands of elemen-

tary teachers. Many elementary teachers realize they do not have an

adequate science background (80). Some have found the teacher's

handbooks and curriculum guides highly ineffective in providing them

with needed help to succeed in teaching elementary science as designed

by curriculum committees. Others were deceived by some of the highly

structured exercises of the new curriculum projects and falsely

assumed a science background was not necessary to teach science (81).

What do elementary teachers need to know to be effective elemen-

tary science teachers? What could be done to improve the college

curriculum for the prospective elementary teacher so the undergraduate

training they are now receiving will better prepare them for the

innovative projects now found in the elementary grades? Some sugges-

tions have been made. Ginsburg (28) reports that persons preparing for

elementary school teaching shou]d have 'in-depth' preparation in sci-

ence and should be given the opportunity to examine and correlate what

they learn in college with what they will be expected to teach (45).

He also believes their preparation in science should involve develop-

ing such mathematical skills as statistics and probability.

Koran (44) maintains the elementary science teacher should be

familiar with the essential characteristics of concept formation. The

knowledge of concept formation enables an individual to generalize as

well as discriminate. It is essential to good biology teaching that

the biological concepts to be presented are determined prior to

instruction.

14

One method of teaching often associated with some of the new pro-

grams is the inquiry method. What are the characteristics a teacher

of inquiry should have? Postman and Weingartner (63) list the traits

which distinguishes this teacher as follows:

1. The teacher rarely tells students what he thinks theyought to know.

2. His basic mode of discourse with students is questioning.

3. He usually does not accept a single statement as ananswer to a question.

4. Student-student interaction is eaeouraged; student-teacher interaction is oppoped.

5. He rarely summarizes the positions taken on the learningsthat occur.

6. His lessons develop from the responses of students andnot from a previously determined 'logical' structure.

7. Generally, each of his lessons poses a problem forstudents.

8. He measures his success in terms of behavioral changes

in students.

Teaching science through discovery; teaching science by inquiry;

teaching science as a process--the properly prepared elementary teacher

must meet any of these new demands for a creative, stimulating way of

teaching. It is Kessen (43) who catches the spirit of the new science

education philosophy when he proclaims:

The child can understand only what he has been prepared tounderstand, the teacher can teach only what he knows, andthe meeting of the prepared.child with skillful teacher isan unforgettable encounter for them both.

The Need for College Biology Curriculum Revision

Students in today's college classrooms are restless and bored (4).

The.underlying reasons are no doubt many; however, an effort should be

15

made to determine to what extent, if any, the curriculum contributes

to the general restlessness (1). What do students expect of their

undergraduate education in general and biology in particular? Is there

a need to reform the college general biology curriculum?

College biology faculty recognize that the biology curriculum must

be reformed (56). This may be based on the knowledge explosion (62), a

shift in emphasis (33), pressure from students or curriculum revisions

at other educational levels. Mayer (52) states that a critical re-

examination of the discipline is needed in terms of its philosophy,

content and methodology.

Hankins (32) alleges that a critical problem existing in colleges

and universities today is the quality of teaching in introductory biol-

ogy courses. She accuses the Ph.D.'s as scholars of devoting most of

their time to research and readily abandoning teaching. This argument

is supported by Dunham (23) in his study of the colleges and develop-

ing universities in America.

Hutto (42) critizes the college faculty for structuring their

biology courses around adopted textbooks. There is a great variety of

texts; from the simple to the complex; from cell emphasis to ecological

emphasis. As a result, the course changes as the textbook changes

without considering the needs of the student. What seems to be needed

in the curriculum effort to revise the biology curriculum is organiza-

tion and direction.

Dean (20) maintains that a weak point of many introductory biology

courses is the 'cook book' approach to laboratory instruction. Hutto

(42) asserts that there are too many demonstrations and dissections and

too few opportunities for students to participate in true scientific

16

investigation. A study conducted by Butts (11) revealed designed

experiences are needed to train teachers to substitute search for basic

principles instead of fact memorization.

Boulos (8) supports the idea that isolated facts are over empha-

sized and that:

Knowledge gained is . . . of a fragmentary nature withattention focused on facts . . . which may . . . be forgotten. . . or become obsolete by the time the student becomes ateacher.

He continues that prospective teachers often gain knowledge in fields

which have little value to them. The colleges which train them have

given little thought to courses designed to enhance the teacher educa-

tion program. He suggests that college science faculty that have large

numbers of prospective elementary teachers in class, keep in mind that

an elementary teacher is more of a 'general practitioner' than a

specialist'.

How should the course content be presented? Should the popular

science survey be continued and perhaps extended? Or should there be

a shift toward fewer topics and perhaps a different methodology? Dean

(21) presents two major faults with science surveys:

1. A survey of the content of a science . . . often failsto convey the true nature of science . . . science asquest.

2. Only by much effort and compromise can the indispensablecontent of a discipline be identified.

He questions whether a student really ends such a course with a better

understanding of the role of imagination in scientific discovery.

In the selection of course topics Scherba (70) reports that ideas

should be chosen that contributes significantly to the understanding of

basic biological principles. Laetsch (48) makes the accusation that

17

college biology faculty have done and are doing very little to increase

the students' awareness of the role biology must play in understanding

today's world problems. There has been an expressed need among college

biology faculty to select science content for introductory courses

which will reveal to the student the vast scope of biology while at

the same time making him aware of the investigative nature of biology

(15).

Olson (60) presents a rationale for establishing a separate course

for future elementary school teachers; these students could well be the

most important student in any college general biology class. He states

the special course should not be a methods course but one that differs

more in attitudes than in content. He stresses the course should have

well defined behavioral objectives in harmony with present views of

what an elementary science teacher should be.

Restructuring the Biology Curriculum

It is not enough in this present age to teach concepts, generali-

zations and science theories. In addition an attempt should be made

to make the student aware of attitudes, decisions, strengths and limita-

tions, and values embodied in biology (54). This is particularly true

if the basic philosophy of the course is that it msut be useful to the

student.

A person in curriculum design needs a concrete idea of his special

field and to consider alternate solutions. Roos (68) lists several

plans which may be followed in restructuring an introductory biology

course. These plans are:

18

1. A survey of the entire body of facts understood to beincluded within the discipline and to create a set ofpredictive general concepts.

2. An introduction to subjects in selected 'core' areas thatwill be further developed in advanced courses. (58)

3. An examination in depth of limited portions of the totalsubject area. (58)

4. A discussion of a set of concepts common throughout thediscipline or necessary to its further study.

What topics should make up the course content of a general educa-

tion biology course? Walbesser (82) states that topics can be chosen

by selecting from content domains as related to the following questions:

1. What big ideas from this discipline should be chosen?

2. What particular topics are fundamental to an understand-ing of the discipline?

3. What particular facts must an individual know if he isto appreciate the significance of this discipline?

Hurd (40) believes that course content should have priorities that

are consistent with modern science as well as the goals of science

teaching. He states the course content should provide a logical and

integrated picture of contemporary science; illustrate the diverse

processes used in science and "enable the student to reach at some

point the shadow of the frontier".

A list of topics was prepared by CUEBS by analyzing responses

obtained by letters sent to 110 persons in the biological sciences and

related fields (15). The list of topics is as follows:

1. The history of life.

2. Natural variation.

3. The nature of genetic continuity.

4. Molecular nature of life processes.

19

5. Biological holism and reductionism.

6. Homeostasis at all levels.

7. Environment-organism interactions.

8. Biological basis for behavior.

9. The species concept.

10. Dynamics of biological populations and ecosystems.

12. Human population problems.

13. Conservation of natural resources.

14. The nature of man.

15. Sound attitudes toward public health and medicine.

Shamos (73) states that introductory biology is open to most stu-

dents with no distinction made between science ma Ts and nonscience

majors. Some believe the best way to develop alipreciation for a

scientific discipline is for equal treatment of the major and nonmajor.

Others expressed the fear that a course for nonmajors may become a

watered down version of the course offered to majors (32). A majority

of scientists and educators, however, accept the idea of separate

classes for the two groups (15).

Even though there is a swing toward the teaching of science as

inquiry in college biology classes there is evidence that the lecture

method is still the most popular and perhaps, most successful; espe-

cially for large introductory classes. Bell (3) investigated alter-

nate methods for teaching large sections of general biology and found

that a variety of instructional methods and instructional techniques

had no apparent effect on the student's achievement and attitude.

Should a laboratory be part of an introductory biology course?

Most science faculty indicated it should be included; however, there is

20

obvious distaste for the usual type of laboratory exercises which is

so often a part of the college introductory course (15). Novak (57)

reports that scientific inquiry can best be introduced, developed and

practiced in the laboratory. He goes on to state that the inquiry

laboratory is student centered, student activated and completely un-

structured.

A panel on the laboratory in biology formed by CUEBS was charged

with clarifying the function of the laboratory in the changing biology

curriculum (17) (36). The objectives they formulated for laboratory

instruction are:

1. To illustrate objects and experiments that have beenintroduced elsewhere.

2. Provide training in laboratory techniques.

3. To intellectually stimulate the student and develop anappreciation for biology and for living things.

4. To stimulate discussion.

5. To engage the student in the process of investigation.

Shamos (73) contends that many academic scientists not only be-

lieve the laboratory is an important part of science education but that

special attention should be directed to course design and laboratory

experience for nonscience students. Elementary teachers are a group of

nonscientists that could well profit from such a laboratory. Kuhn (45)

reports that to accomplish objectives which new courses define, appro-

priate types of undergraduate programs in biology must be instituted.

An appropriate course would have a major emphasis on laboratory with

frequent reference to laboratory activities in the existing elementary

science curricula.

Poslethwait.(62) presented the idea that people differ in

21

receptivity to different approaches to a subject. Furthermore, some

people may learn and respond best through an audio approach, others a

video approach, and others a mechanical approach. This suggests a

multiplicity of approaches. The audio-tutorial is one method that is

currently being used to individualize instruction. The use of the newly

developed teaching module is another way of accomplishing this (16).

The modular approach may help to bring about needed changes in curric-

ulum structure. Modules can be used to help the student master skills,

change attitudes and learn concepts; they may even be inserted into

the traditional type course.

Blough (6) states evaluation is an important part of the teaching-

learning relationship. He reports the evaluation process reveals the

degree of success in achieving the course objectives and of methods

being used by the teacher and learner in moving toward these goals.

Evaluation is a continuing process which is inherent in specified

course goals and objectives. Ericksen (24) states that evaluation is

a sensitive and delicate topic. Students do not object so much to

hard work as they do to unfair treatment. The grading system is

criticized by Ericksen when it is used as a universal indices to aca-

demic proficiency.

Summary

The changing science curriculum of the 1960's was an attempt to

solve some major problems in science education but other problems were

created as a result. One problem which faced the elementary teachers

of science was the demand to teach the new science in a way which was

unfamiliar to them. Elementary science instruction moved from facts in

22

the books into the uncertain realm of inquiry, discovery or process.

Furthermore elementary teachers could see little relationship between

the science topics they were expected to teach and the science topics

they were taught in their college science courses. Guidelines and

standards for the preservice training of the elementary science were

established by national science educators in February, 1969. This

group searched for commonalities among the new science programs which

should be included in any teacher preparation program. Since the way

a teacher approaches his own teaching functions is a reflection of the

way he was taught there is a definite need to revise the college

biology curriculum to reflect the new philosophy and aims of science

education. The literature reveals an expressed urgency for college

biology curriculum revision to move into line with the rapidly develop-

ing programs on the elementary and secondary levels. There is much

disagreement as to whether this should be done; how this should be done;

and who should be responsible for the change.

CHAPTER III

METHODS AND PROCEDURES

Evidence has been presented which indicates the proliferation of

scientific knowledge has produced too many facts for the student to

absorb. Thus, it is becoming important to select the basic concepts

which scientists feel are most important to stimulate scientific

thought which will serve the student tomorrow as well as today. Once

these are selected they should be used at all levels of learaing; by

majors as well as nonmajors.

A review of the literature produced enough evidence, in the

opinion of the writer, to investigate the college general biology

courses in Oklahoma's institutions of higher education as well as

investigate the science background and attitudes of elementary teachers

which have graduated from Oklahoma's colleges and universities. The

results obtained would provide a baseline for the development of a

general biology course for majors and nonmajors alike; particular atten-

tion given to fulfilling the special needs of elementary teachers as

presented in the previous chapter. The review furnished information

concerning the factors of curriculum development that should be in-

cluded in the present study. The investigator realized that it was

impossible to study all factors in depth. Some factors were studied

in greater detail than others depending upon the relative importance

as gathered from the literature.

23

24

Design of the Study

The present study is a descriptive survey which gathered opinions

from college biology faculty and elementary teachers concerning the

introductory college biology course. The results obtained from descrip-

tive surveys are preliminary to a later, more detailed investigation (7).

The following steps were followed in the development and completion

of the dissertation:

1. The major research of the literature was confined to develop-

ments since 1960. It was after 1960 that new elementary

science curriculum programs began rapidly developing.

2. The literature was reviewed in areas relating to introductory

college biology course content and methodology and in areas

of competencies desired of elementary teachers as defined by

national science educators. These areas served as a basis

for determining the selected statements included on the

opinionnaire.

3. A 79 statement instrument was developed. The general areas

selected to be studied were:

A. Course Content

B. Methodology

C. Individual Study

D. Laboratory

Additional areas also considered were:

E. Methods of Evaluation

F. Behavioral Objectives

G. Major and Nonmajor Science Students

25

H. Research and its Effect on Teaching

4. The opinionnaires were sent to a selected group of college

biology faculty in Oklahoma's institutions of higher education.

The biology faculty were chosen from the faculty directory of

the Oklahoma Association of Undergraduate Education in Biology

(OAUEB). The elementary teachers were selected from graduates

of Oklahoma's institutions of higher education. This list

was obtained from the Oklahoma State Department of Education.

5. The data obtained from the opinionnaires returned by the

college faculty and elementary teachers were analyzed by

means of graphs, mean rank responses and percentage response

in each rank category. Extent of agreement between the two

groups was determined by the Pearson product moment correla-

tion coefficient. (61)(69)

6. A curriculum outline for a college general biology course

was developed based on the results of the study.

Definition of Terms

The following terms are defined:

Science education goals: general statements about the purpose

of science instruction. The major ends sought--the over-all directions.

Science objectives: specific statements about the purpose of

science instruction which can change depending upon society, students

and current problems.

Behavioral objectives: specific statements concerning student

activities directed toward the achievement of course goals and objec-

tives; evaluated in terms of observable student behavior (24). Precise

26

descriptions of behaviors the student is to demonstrate at the comple-

tion of each exercise (47).

Curriculum: ail experiences that the institution provides to

assist the student in acquiring competencies needed to obtain the goals

and objectives of the educational institution and the subject matter

course (64).

Curriculum core: represents the major concepts, technives and

conclusions of biology and exemplifies their interrelations (28).

Content- fundamental facts, concepts and principles of the subject

matter.

Structure of a discipline: the central ideas of a science and the

relationship among these ideas (65).

Scientific fact: a discrete scientific unit or idea (44).

Concept: a category of knowledge that permits a person to general-

ize over a large group of objects and events, to discriminate between

objects and events, and to assimilate previously unencountered objects

and events under the formerly acquired categories (44).

Processes of science: fundamental intellectual skills necessary

for the pursuit of scientific knowledge. A general class of activities

being undertaken with respect to forms of information processing.

Process words are sach words as classifying, measuring and hypothesizing

and represents in formal terms the activities the student carries out

in pursuing scientific knowledge (27).

Inquiry: a set of activities directed toward solving an open

number of related problems in which the student has as his principle

focus a productive enterprise leading to increased understanding and

application (51). Inquiry is wide open and suitable to areas of Ity.T.

27

and how (77). An accepted model of behavior during instruction (13).

Discovery: controlled procedures which lead to predecided results.

Development of the Instrument

The most practical instrument for obtaining information from a

large sample is the opinionnaire (29). The rank order scale has been

a successful opinion gathering technique. This technique is especially

useful when the investigator cannot personally contact the people he

has selected as respondents in his study. The rank order scale, which

is a type of check list, is an accepted method in educational research

as a way to obtain uniform, rapid responses; it also aids in the

collection and treatment of large quantities of data (7).

An opinionnaire, consisting of 79 statements, was prepared for

the college biology faculty. A rank order scale was used for 75 of the

questions. The first 40 questions used a scale which moved from one

end to the other as follows: very strong emphasis,

medium emphasis, weak emphasis, very weak emphasis.

tions used a different rank order scale as follows:

strong emphasis,

The next 35 ques-

strongly agree,

agree,'undecided, disagree, strongly disagree. The remaining state-

ments required the respondents to select appropriate responses as

directed by the opinionnaire. The opinionnaire also provided for

obtaining additional information such as the teacher's age, teaching

experience, sex, type of institution where they teach, level of academic

training, class size, and the type of institution where they took their

general biology course.

A parallel form of the opinionnaire with an identical rank order

scale as described for the college biology faculty was prepared for

28

elementary teachers. Each numbered question corresponded to the same

numbered question on the college biology faculty's opinionnaire. The

questions 1 through 40 on the elementary teacher's opinionnaire were

reworded to make the meaning clearer to the elementary teacher, but the

content of the questions remained unchanged. Questions 41 through 75

on both opinionnaires were identical. The remaining question (77

through 80) required the respondents to select appropriate responses as

directed by the opinionnaire.

A preliminary form of the opinionnaire was administered to a jury

group of eight elementary teachers enrolled in Education 532, Science

for the Elementary teacher, at Central State University. These individ-

uals were asked to answer the opinionnaire and indicate areas of

difficulty or weakness. The critique of the opinionnaires obtained from

each individual resulted in a final revision.

Certain limitations in the method of using the opinionnaire is

recognized by the investigator. Some limitations are as follows:

statements, omission of some pertinent statements, length, ambiguous

directions. The opinionnaires are displayed in Appendix B.

Selection of the Sample

Two populations were selected to be investigated--the college

biology faculty and elementary teachers.

The college biology faculty: this group is defined as bing

currently engaged in teaching at least one college general biology

class. The study was limited to Oklahoma's institutions of higher

education. The institutions included four different types: the

university, the state college, the liberal arts college, and the junior

29

college. A list of Oklahoma's college and university biology faculty

was obtained from The Oklahoma Association For Undergraduate Education

in BiOlogy (59).

The elementary teachers: this group is defined as being graduates

of Oklahoma's institutions of higher education. By restricting the

study to this group the curriculum revision which the study might indi-

cate is needed would be more closely related to the strengths and weak-

nesses of the college biology curriculum in Oklahoma.

An IBM listing of elementary teachers was obtained from the

Instruction Division of the State Department of Education (53). It

was desired to keep the number in both groups the same; so from the IBM

list a random sample of one hundred elementary teachers was chosen.. The

addresses of the elementary teachers were obtained from the Teacher

Certification Section of the State Department of Education (12).

Procedure for the Distribution and Return of the Instrument

The opinionnaires were mailed to each biology faculty member who

taught at least one general biology, course in Oklahoma's institutions

of higher education. An opinionnaire was mailed to each elementary

teacher selected as part of a random sample as indicated earlier in

this chapter. All opinionnaires sent included a self-addressed and

stamped envelope. Each opinionnaire was accompanied by a cover letter

explaining the importance of the study. The opinionnaires were number

coded so a follow-up letter could be sent to those educators not

responding (29).

30

Description of the Respondents of the Population

Seventy eight members of the college biology faculty responded or

78 per cent of the population. The elementary teachers who returned

completed opinionnaires represented 63 per cent of the population.

Another 13 opinionnaires were returned with an explanation of why the

opinionnaire could not be completed. The explanations ranged from a

feeling of inadequacy in science to the fact that they were specialists

in some other area of elementary education. The total response from

elementary teachers was 75 per cent.

The background of the college biology faculty as determined from

an analysis of the personal data collected on the population revealed

that nine per cent had some elementary teaching experience and 44 per

cent had some secondary teaching experience. Those who had taught at

the college level for less than five years made up 51 per cent of the

population with 14 per cent teaching for more than 16 years. The por-

tion of the population who had taught the college general biology course

for one to three years was 29 per cent and 24 per cent had taught the

course for four to six years. Six per cent had been teaching the

course for 20 years or more. The average age was 35 years and 88 per

cent of the population were males. The respondents located in univer-

sities made up 36 per cent of the population, 35 per cent were from

state colleges and 16 per cent from junior colleges. A level of

training analysis showed 6 per cent had the Doctor of Education degree,

41 per cent had the master's degree and 51 per cent had the Doctor of

Philosophy degree.

The background of the elementary teachers as determined from an

31

analysis of the personal data collected on the population showed that

at the kindergarten through the third grade level 34 per cent of the

teachers had taught for less than five years with 19 per cent having

16 years or more experience. At the intermediate level 26 per cent of

the respondents had been teaching for less than five years and 16 per

cent had been teaching at this level for over 16 years. Those with

experience in secondary school teaching represented 16 per cent of the

sample and 1.6 per cent had some college teaching experience. The

average age of the elementary teachers was 38 years and 87 per cent of

the population were females. A level of training analysis_ showed that

60 per cent had a Bachelor's degree, 36 per cent had a Master's degree,

1.6 had the Doctor of Education degree and 1.6 had the Doctor of

Philosophy degree; 1.8 per cent did not respond.

Treatment of the Data

The percentage of responses to each rank order scale for opinion-

naire statements from 1 to 75 for both groups--the college biology

faculty and elementary teachers--were placed on the same graph for easy

comparison. This allows a rapid scanning as well as a detailed analysis

of the responses as desired by the reader. The percentage is given at

the end of each horizontal bar for rapid interpretation. The graphs

are in Appendix C.

Tables were used for the tabulation of the mean rank responses to

opinionnaire statements. Tables were also used for the tabulation of

percentage response for those opinionnaire statements not having a

rank order scale. Pearson's r was used to determine the extent of

agreement between the two groups studied. (75)

CHAPTER IV

THE RESULTS

Data obtained from the descriptive survey of opinions concerning

Oklahoma's college general biology curriculum are included in this

chapter. Responses to an opinionnaire from two populations are

analyzed; the two populations are the college biology faculty and the

elementary teachers. Seventy eight college biology instructor respond-

ents are compared with sixty two elementary teacher respondents. The

two opinionnaires are in Appendix B.

Interpretation of Data

The results from the first 75 statements on the opinionnaire are

presented in the form of graphs and tables. A detailed analysis of

responses to each opinionnaire statement is given in the form of graphs.

The graphs are displayed in Appendix C. Table I shows the response of

the two groups to the course content portion of the opinionnaire. The

table presents the data in order of increasing mean rank of the college

faculty. A rank of 1 indicates very strong emphasis and a rank of 5

is very weak emphasis. Thus, the Opinionnaire statements are arranged

in order of those topics which should receive the greatest emphasis in

a general biology course as determined by the college biology faculty.

32

33

TABLE I

RESPONSES TO COURSE CONTENT STATEMENTS OF THE COLLEGEBIOLOGY FACULTY AND ELEMENTARY TEACHERS IN ORDER OF

INCREASING MEAN RANK OF THE COLLEGE FACULTY

OpinionnaireStatement

CBF*(mean rank)

ET**(mean rank)

DIFFERENCEIN MEAN RANK

The living world is madeof ecosystems.

1.73 2.87 1.14

Energy has a unidirectionalflow through ecosystems.

1.76 2.63 .87

Man is a powerful ecologi-cal force.

1.79 2.08 .29.

The earth has finite space,material and availableenergy.

1.90 2.19 ,29

Life processes are commonto all living organisms.

1.92 2.39 .47

Cell functions provide basic'information about lifefunctions at all biologicallevels.

1.95 2.47 .52

All living systems areactively engaged in main-taining homeostasis.

1.99 3.08 1.09

Organisms reproduce them-selves by sexual andasexual methods.

2.01 2.74 .73

The basis of heredity isthe reproduction andtransmission of DNA and

2.04 2.87 .83

RNA.

The gene consists of DNAand is the fundamentalunit of heredity.

2.10 2.65 .55

34

TABLE I (Continued)


CBF(mean rank)

ET

(mean rank)DIFFERENCE

IN MEAN RANK

Order is a constanttheme in biology.

2.12 2.63 .51

Four groups of organiccompounds form thebasis of all livingcomponents.

2.15 2.60 .45.

Population growth isrelated to reproduction

and migration.

2.15 2.73 .58

Activities of livingorganisms result fromchemical and physicalprocesses.

2.24 3:11 .87

Change is a naturalphenomenon: all thingschange through time.

2.24 2.65 .41

The universal geneticcode is based on four

2.26 3.42 1.16

.different nucleotides.

Genetic material deter-mines the properties ofliving organisms.

2.32 3.40 1.08

Some life processes areshared by all higheranimals.

2.33 2.19 .14

Feedback systems helpregulate the activitiesof living systems.

2.33 3.13 .80

Living systems havefour basic attributes.

2.37 2.18 .19

Photosynthesis resultsin the storage of

2.37 2.45 .08

energy in chemicalbonds.

35

TABLE I (Continued)


CBF(mean rank)

ET(mean rank)


Adaptation has resultedin biological organiza-tion.

2.37 2.66 .29

Plant and animal pestscan best be controlledby natural means.

2.44 2.53 .09

The development of anorganism results froman interaction with itsenvironment.

2.45 2.74 .29

Biological patterns ofdiversity are the re-sults of. evolution.

2.45 3.52 1.07

Complex living systesmare controlled inpart by enzymes.

2.46 2.66 .20

One cell organisms per-form all the basicfunctions. of life..

2.50 2.73 .23

There are certain basiclife processes sharedby all higher plants.

2.50 2.15 .35

Mutations in a popula-tion are random;selection of mutationsform patterns.

2.53 3.32 .79

Man's social interactionhas a basic biologicalbehavioral pattern.

2.59 2.71 .12

Cellular respirationprovides energy in aform usable by all cells.

2.62 2.69 .07

Most microorganisms are 2.67 2.73 .06

essential components ofthe ecosystem.

- 36

TABLE I (Continued)


CBF(mean rank)

ET

(mean rank)DIFFERENCEIN MEAN RANK

Animal behavior hasevolved just as otherbiological processes have.

2.68 2.84 .16

The basis of classifi-cation is formed byhereditary differences.

2.69 2.60 .09

The animal kingdom canbe sub-divided intovertebrates and inverte-brates.

2.71 2.71 .00

No single characteristicseparates plants fromanimals.

2.74 3.32 .58

Diseases are ideallycontrolled by preven-tion rather than cure.

2.77 2.18 .59

As a zygote developsit loses part of itsability to differentiate.

2.78 3.05 .27

There are two groupsof plants important toman: the Gymnospermsand Angiosperms.

3.01 2.58 .43

Life may have begunspontaneously in a

3.05 3.53 .48

primitive environment.

*CBF College Biology Faculty

**ET Elementary Teachers

37

Table II compares the difference in mean rank between the two

groups. The statements with which both groups of respondents most

closely agree are given first. The last statements on the table reveal

the areas of greatest disagreement.

38

TABLE II

RESPONSES TO COURSE CONTENT STATEMENTS OF THE COLLEGEFACULTY AND ELEMENTARY TEACHERS LISTED IN ORDER

OF DIFFERENCE IN MEAN RANK

Opinionnaire . CBF ET DIFFERENCEStatement (mean rank) (mean rank) IN MEAN RANK

The animal kingdom canbe sub-divided intovertebrates andinvertebrates.

2.71 2.71 .00

The basis of classifi-cation is formed byhereditary differences.

2.69 2.60 .03

Most microorganisms areessential components ofthe ecosystem.

2.67 2.73 .06

Cellular respirationprovides energy in aform usuable by allcells.

2.62 2.69 .07

Photosynthesis results inthe storage of energ: inchemical bonds.

2.37 .245 .08

Plant and animal pestscan best be controlledby natural means.

2.44 2.53 .09

Man's social interactionhas a basic biologicalbehavioral pattern.

2.59 2.71 .12

Some life processes are 2.33 2.19 .14

shared by all higheranimals.

39

TABLE II (Continued)


CBE(mean rank)

ET(mean rank)

DIFFERENCE1NMEAN RANK

Animal behavior hasevolved just as otherbiological processeshave.

2.68 2.84 .16

Living systems have fourbasic attributes.

2.37 2.18 .19

Unicellular organismsperform all the basicfunctions of life.

2.50 2.73 .23

As a zygote develops itloses part of its abilityto differentiate.

2.78 3.05 .27

The development of anorganism results froman interaction withits environment.

2.45 2.74 .29

The earth has finitespace, material andavailable energy.

1.90 2.19 .29

Man is a powerful ecologicalforce.

1.79 2.08 .29

Adaptation has resulted inbiological organization.

2.37 2.66 .29

There are certain basiclife processes sharedby all higher plants.

2.50 2.15 .35

Change is a naturalphenomenon.

2.24 2.65 .41

There are two groupsof plants importantto man.

3.01 2.58 .43

Four groups of organiccompounds form the basisof all living components.

2.15 2.60 .45

40



CBF

(mean rank)

ET(mean rank)


Some life processes arecommon to all livingorganisms.

Life may have begunspontaneously in aprimitive environment.

1.92

3.05

2.39

3.53

.47

.48

Order is a constanttheme in biology.

2.12 2.63 .51

Cell functions providebasic informationabout all life func-tions.

1.95 2.60 .52

The fundamental unitof heredity is thegene.

2.10 2.65 .55

Population growth isrelated to reproductionand migration.

2.15 2.73 .58

No single characteristicseparates plants fromanimals.

2.74 3.32 .58

Diseases are ideallycontrolled byprevention.

2.77 2.18 .59

Organisms reproducethemselves by twodifferent methods.

2.01 2.74 .73

Mutation in a popula-tion is random.

2.53 3.32 .79

Feedback systems is one 2.33 3.13 .80

method which regulatesthe activities oforganisms.

41



The phenomenon of heredityin all living things isthe reproduction andtransmission of DNA &RNA.

Energy has a unidirec-tional flow throughecosystems.

The activities of livingorganisms result fromchemical and physicalprocesses.

Complex living systemsare controlled in partby enzymes.

The biological patternsof diversity are theresult of evolution.

DNA is decoded by RNA.

All living systems areactively engaged inmaintaining homeo-stasis.

The living world is madeof ecosystems.

The universal geneticcode is based on variouscombinations of fourdifferent nucleotides.

CBF(mean rank)

ET(mean rank)


2.04 2.87 .83

1.76 2.63 .87

2.24 3.11 .87

2.46 3.48 1.02

2.45 3.52 1.07

2.32 3.4C 1.08

1.99 3.08 1.09

1.73 2.87 1.14

2.26 3.42 1.16

42

Table III presents the responses of the two groups to the method-

ology and philosophy section of the opinionnaire. The table gives the

data in order of increasing mean rank of the college biology faculty.

The scale rank of this part of the opinionnaire is as follows:

(1) strongly agree, (2) agree, (3) undecided, (4) disagree, (5) strongly

disagree. This table lists the statements in order of strongest agree-

ment to strongest disagreement as determined from college biology

respondents.

43

TABLE III

RESPONSES TO METHODOLOGY STATEMENTS OF THE COLLEGEBIOLOGY FACULTY AND ELEMENTARY TEACHERS IN ORDEROF INCREASING MEAN RANK OF THE COLLEGE FACULTY


CBF

(mean rank)

ET

\Mean rank)DIFFERENCEIN MEAN RANK

Have three or four testsevenly spaced through-out the semester

1.46 1.98 .52

Prepare students forintelligent function-ing in a contemporaryworld.

1.50 1.94 .44

Increase the student'spowers of observationin the living world.

1.58 1.73 .15

Develop scientific atti-tudes which logicallyemerge from the treat-ment of biology as adynamic state.

1.72 2.23 .51

Make use of the increasedeffectiveness of atest as a powerfulteaching tool by rapidlygrading and returningto the student.

1.76 1.94 .18

Have provisions for astudent study area wherestudentl; can meet withother students andfaculty.

1.83 1,98 .15

Be taught using a combi- 1.95 1.85 .10

nation of lecture, in-quiry and individualstudy.

44

TABLE III (Continued)


CBF(mean rank)

ET


Be a comprehensivecourse,

Have well defined be-havioral objectivesboth in the classroomand laboratory.

2.00

2.04

2.05

2.02

.05

.02

Have a regular labora-tory period which iscoordinated with class-room lectures.

2.09 2.16 .07

Have available a depart-mental tutor to helpstudents with individualacademic problems.

2.09 2.15 .06

Place increased emphasison the social impli-cations of biology.

2.10 2.02 .08

Include the basic rulesof scientific researchwhich will give stu-dents some insight intothe way scientists work.

2.17 2.27 .10

Adjust the method ofinstruction to the typestudents found in theclassroom at any onetime.

2.17 2.05 .12

Have definite provisionsfor individual study.

2.21 1.92 .29

Have a comprehensiveexamination at the endof the semester,

Include some group studyproblems.

2.35

2,45

3.06

2.26

.71

.19

Provide training in thebasic skills of labora-

2.45 1,.97 .48

tory techniques.

45


OpinionnaireStatements

CBF(mean rank)

ET


Use the text chosen forthe course as a guidefor the development ofcurriculum content.

2.49 2.53 .04

Be centered around labora-tory work.

2.50 2.61 .11

Rave standards of achieve-ment for the courseestablished prior tctesting.

2.53 2.32 .21

Be a one semester course. 2.63 3.26 .63

Include science majors aswell as nonmajors.

2.81 2.61 .20

Be taught by the inquirymethod.

2.81 2.53 .28

Have laboratory experi-ments so designedthat each student pro-ceeds at his own rate.

2.82 2.18 .64

Give the student a listof specific class per-formances required foran A, B, etc.

2.85 2.35 .50

Give the students theoption of working onan individual projectin lieu of other courserequirements.

2.88 1.87 .01

Have a laboratory 3.04 2.58 .46

structured around keyexperiments in a labora-tory manual.

46


Opinionnaire CBF ET DIFFERENCEStatement (mean rank) (mean rank) IN MEAN RANK

Have a flexible labora-tory period with vari-ous students groupsworking on differentaspects of a commonproblem>

3.06 2.53 .53

Teach fewer topics andteach them in depth.

3.13 2.81 32

Have ro one. text. Makelibrary assignmentsor use paper back books.

3,18 3.16 ,02

Have the student help indefining the behavioralobjectives for thelaboratory.

3.22 2.63 .59

Give the students anopportunity to analyzestatistical data.

3.23 3.08 .15

Be taught by the lecturemethod primarily.

3.50 4.24 .74

Omit the laboratory in 4.08 3.71 .37

favor of films, slidesand classroom demonstra-tions.

47

Table IV compares the difference in mean rank between the two

groups on the methodology and philosophy section of the opinionnaire.

The statements with which both groups of respondents most closely

agree are given first. The area of greatest disagreement are found at

the end of the table.

48

TABLE IV

RESPONSES TO METHODOLOGY STATEMENTS OF THE COLLEGEBIOLOGY FACULTY AND ELEMENTARY TEACHERS IN ORDER

OF DIFFERENCE IN MEAN RANK


CBF(mean rank)

ET(mean rank)


Have no one text. Makelibrary assignments oruse paper back books.

3.18 3.16 .02

Have well defined behavioralobjectives both in theclassroom and laboratory.

2.04 2.02 .02

Use the text chosen forthe course as a guide forthe development of curricu-lum content.

2.49 2.53 .04

Be a comprehensive course. 2.00 2.05 .05

Have available a depart-mental tutor to helpstudents with individualacademic problems.

2.09 2.15 .06

Have a regular laboratoryperiod which is coordinatedwith classroom lectures.

2.09 2.16 .07

Place increased emphasison the social implicationsof biology.

2.10 2.02 .08

Include the basic rules 2.17 2.27 .10

of scientific researchwhich will give studentssome insight into theway scientists work

49

TABLE IV (Continued)


CBF(mean rank)

ET(mean rank)


Be taught using a combina-tion of lecture, inquiryand individual study..

1.95 1.85 .10

Be centered around labora-tory work.

2.50 2.61 .11

Adjust the method ofinstruction to the typeof students found in theclassroom at any one time.

2.17 2.05 .12

Give students an opportunityto analyze statisticaldata.

3.23 3.08 .15

Include science majors aswell as nonmajors.

2.81 2.61 .15

Have provisions for astudent study area wherestudents can meet withother students and faculty.

1.83 1.98 .15

Increase the student's powersof observation in the livingworld.

1.58 1.73 .15

Make use of the increasedeffectiveness of a testas a powerful teachingtool by rapidly gradingand returning to the student.

1.76 1.94 .18

Include some group studyproblems.

2.45 2.26 .19

Have standards of achieve-ment for the courseestablished prior totesting.

2.53 2.32 .21

Be taught by the inquiry 2.81 2.53 .28

method.

50



CBF

(mean rank)ET


Have definite provisionsfor individual study.

2.21 1.92 .29

Teach fewer topics andteach them in depth.

3.13 2.81 .32

Omit the laboratory infavor of films, slidesand classroom demonstra-tions.

4.08 3.71 .37

Prepare students forintelligent: function-ing in a contemporaryworld.

1.50 1.94 .44

Have a laboratory struc-tured around key experi-ments in a laboratorymanual.

3.04 2.58 .46

Provide training in thebasic skills of labora-tory techniques.

2.45 1.97 .48

Give the students a listof specific classperformances requiredfor an A, B, etc.

2.85 2.35 .50

Develop scientificattitudes which logicallyemerge from the treat-ment of biology as adynamic state.

1.72 2.23 .51

Have three or four testsevenly spaced through-out the semester.

1.46 1.98 .52

Have a flexible labora- 3.06 2.53 .53

tory period with variousstudent groups workingon different aspects ofa common problem-

51


Opinionnaire CBF ET DIFFERENCEStatement (mean rank) (mean rank) IN MEAN RANK

Have the students helpin defining the behavioralobjectives for the labora-tory,

Be a one semester course.

3.22

2.63

2.63

3.26

.59

.63

Have laboratory experi-ments so designed thateach student proceeds athis own rate.

2.82 2.18 .64

Have a comprehensiveexamination at theend of the semester.

2.35 3.06 .71

Be taught by the lecturemethod primarily.

3.50 4.24 .74

Give the students the option 2.88 1.87 1.01of working on an individualproject in lieu of othercourse requirements.

52

The educators reaction to areas which definitely should receive

emphasis in a general biology course are given in Table V. Opinionnaire

statement 76 listed fourteen areas and the educators were asked to rank

them as to the amount of emphasis they should recieve. The data found

in Table V lists the areas in order of greatest emphasis as determined

from college biology respondents. The response to the college biology

faculty opinionnaire statement 77 is tabulated in Table VI.

53

TABLE V

OPINIONNAIRE RESPONSES TO AREAS WHICH SHOULDDEFINITELY BE EMPHASIZED IN ANY COLLEGE

GENERAL BIOLOGY COURSE

Area CBF

(mean rank)ET

(mean rank)

Ecology (plant and animal) 1.85 1.80

Ecology (human) 1.91 1.67

Genetics 2.17 2.60

Social implications 2.18 2.64

Reproductive biology 2.21 2.55

Cell biology 2.32 2.70

Evolution 2.51 3.55

Molecular biology 2.80 3.00

Behavior and itsbiological basis

2.87 2.39

Human diseaseand health

2.89 .173

Plant and animalphysiology

2.90 2.26

Kinds of organisms 2.96 2.29

Development 3.08 2.32

History of life 3.20 2.98

54

TABLE VI

OPINIONNAIRE RESPONSES TO A CENTRAL THEME AROUNDWHICH TO DEVELOP A GENERAL EDUCATION

BIOLOGY COURSE

Theme % of Total CBF

Ecology (plant and animal)

Evolution

Cell biology

Ecology (human)

25.64

17.95

14.10

10.26

Social implications of biology 8.97

Kinds of organisms 3.85

Molecular biology 2.56

Genetics 2.56

Plant and animal physiology 1.28

Human disease and health 1.28

History of life 0.00

Reproductive biology 0.00

Development 0.00

Behavior and its biological basis 0.00

55

Science courses taken in college provided the elementary teacher

with an adequate science background. Sixty five per cent of the elemen-

tary teachers responding to this statement indicated they did not have

an adequate science background. Forty five per cent of the respondents

who indicated the science course they took in college gave them an

adequate science background received their biology training in univer-

sities; 55 per cent received their training in state colleges.

The instructor of the college :eneral biolo class is rimaril

concerned with research. Sixty three per cent of the elementary teacher

participants believed the instructor to be concerned primarily with

teaching. Another eight per cent felt that the instructor was con-

cerned primarily with research with 21 per cent undecided.

To be an effective teacher of college science courses the person

should be involved in some scientific research. Of the elementary

teachers responding to this statement 56 per cent indicated that it was

no: necessary for the college science teacher to be engaged in scientif-

ic research to be an effective teacher of science. The response from

the college biology faculty indicated that 51 per cent believed that

research was necessary for effective college teaching.

Persons involved in research have little time to re are lecture

material. The response from the college biology faculty showed that

47 per cent agreed with this statement compared with 42 per cent of the

elementary teachers. Twelve per cent of the college biology faculty

returned written statements giving a qualified answer to the statement.

Ninety nine per cent of the college biology faculty returning the

opinionnaire responded that the primary emphasis of their job was in

the area of teaching.

56

Sixty nine per cent of the college biology faculty respondents

indicated that their institution does not have a nonmajors biology

course. The college biology faculty response to the opinionnaire state-

ment concerning the major and nonmajor showed that 48 per cent agreed

that a general biology course should include both majors and nonmajors.

Thirty seven per cent of the college biology faculty disagreed; indi-

cating a separate course should exist for the science major and non-

major.

Summary

Forty statements related to course content were rated by college

biology faculty and elementary teachers as to their relative importance

in a model college biology course. Forty figures and four tables were

used to present the findings of this section of the opinionnaire.

Forty statements related to methodology and philosophy were also rated

by the same groups of college biology faculty and elementary teachers

as to their relative importance in a model college biology course.

Thirty five figures and two tables were used to present the results of

the last section of the opinionnaire. The over-all results r )m the

study of the areas as outlined in Chapter I are as follows:

Course content. Table I lists biology topics in order of increas-

ing mean rank of the college biology faculty. The first seven topics

on the list reveals those topics which the college faculty respondents

indicated should receive the strongest emphasis in a model biology

course; each receiving a rank of less than 2.00. Four of the seven

topics relate to ecology. The other topics are concerned with common

life processes, cellular function and homeostasis. The first seven

57

topics also seem to be of a more'general nature than other topics

further down the list. Table V refers to general topics which should

definitely be emphasized in a model general biology course and the two

ecology areas are at the top of this list. Elementary teachers listed

only one other area, health and disease, as one which should receive

about as much emphasis as ecology, Table VI, which lists responses

from college biology faculty only, reveals four general areas around

which a biology course could be developed: ecology (plant and animal),

evolution, cell biology, ecology (human).

Table II reveals the agreement between the two groups based on the

difference in mean rank. Those topics which are found at the beginning

of the list having the same or slightly different mean ranks indicate

the two groups ranked the topics in a similar way. Those topics which

are found at the end of the list reveal the greatest difference in

opinions which the two groups indicated the same topics should receive.

The last six topics with the widest spread in mean difference consists

of topics in molecular biology, evolution, homeostasis and ecology.

Methodology and Philosophy. Table III shows the methods of

instruction given the highest ranks by both groups were making pro-

visions for student study areas and having the course presented by a

combinatipn of lecture, inquiry and individual study. In the philos-

ophy area the two groups gave a high rank to the preparation of stu-

dents for intelligent functioning in a contemporary world and to in-

crease the student's powers of observation. Table IV reveals both

groups gave a similar ranking (close to 3,17) to.the-opinion-

naire statement concerned with having no one text as well as behavioral

objectives both in the classroom and laboratory (close to 2.03). The

58

two groups showed the widest range in mean rank concerning the use of

the lecture method primarily and giving the student the option of work-

ing on an individual project in lieu of other course requirements.

Individual Study. Provisions for a student study area, a depart-

mental tutor and adjusting the method of instruction to the individuals

found in the classroom at any one time were among the first 14 state-

ments listed under Table III. The departmental tutor elicited the

greatest common response in the study.

Laboratory. A regular laboratory period which is coordinated with

classroom lectures is tenth on the list. under Table III. The difference

i. mean rank for the two groups on this statement is .07. A biology

course centered around laboratory work is found to be twentieth on the

list under Table III. The difference in mean rank between the two

groups on this statement is .11.

Methods of Evaluation. The first item listed under Table III is

the evaluation statement concerning three or four tests evenly spaced

throughout the semester which is the highest mean rank given to an

evaluation statement by the college biology faculty. The difference

in mean rank between the two groups on this statement was .48. The

fifth item on the same table which reveals another high ranking state-

ment concern the increased effectiveness of a test by rapidly grading

and returning the student. The two groups gave a similar ranking

to this statement with a mean rank difference of .18.

Behavioral Objectives. The statement concerning well defined

behavioral objectives both in the classroom and laboratory appeared as

number nine on Table III. The two groups ranked this statement is a

similar way with a difference in mean rank of .02. The lowest ranked

59

behavioral objective statement was: Have the student help in defining

the behavioral objectives for the laboratory. This item is listed as

number 32 under Table III. The difference in mean rank between the

two groups on this statement is .59.

Major and NonmaiaLltudents. A majority of the elementary teachers

responded that the model biology course should include science majors

as well as nonmajors. One third of the college biology faculty agreed

and one third were undecided.

Research and Teaching, It was the opinion of the majority of the

elementary teachers responding that their college biology instructors

had been primarily concerned with teaching; 99 per cent of the college

biology faculty indicated their primary emphasis was teaching. A

majority of both groups responded that research and classroom lecture

preparation could be adequately accomplished.

Pearson's product moment of correlation (Pearson's r) between the

two groups on the course content section of the opinionnaire was 0.24;

for the methodology and philosophy portion of the opinionnaire, r was

0.76; for the course content, methodology and philosophy sections com-

bined r was 049.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This study was made to gather opinions on the college general

biology course in the State of Oklahoma and the role of this course in

the training of elementary teachers. A summary of the study is followed

by the conclusions. An outline of a college general biology course

based on the data from this study is presented in Appendix Recommen-

dations are also presented which include suggestions for further

research pertinent to a biology course as an integrated part of the

preservice training of elementary teachers.

Summary

This study reveals which course concepts should receive the

greatest amount of emphasis in a general biology course; the methods

by which the concepts sheuld be presented and the scientific attitudes

which should be developed by the students. Opinions relative to

course content, methodology and philosophy gathered from the college

biology faculty and elementary teachers were tabulated into tables so

those items which appear first are those which the college biology

faculty indicated should receive the greatest emphasis in a model

college introductory biology course. A tabulation of the results re-

vealed certain patterns. Both respondent groups indicated ecology

should receive first consideration as a central theme in an ideal

60

61

biology course; evolution and cell biology also received high rankings

and could be considered. General unifying biologic principles were

brought forth by the degree of emphasis given each topic by the

Oklahoma college biology faculty.

The first eight course content topics listed are general topics

and the items which follow these in the table are more specific aspects

of these selected general principles. Other general principles, which

the group indicated were not as important in an introductory course,

occupy a lower position. A Pearson's r of 0.24 on course content show

only slight agreement between the two respondent groups concerning

those topics which should be emphasized in a general biology course.

The seven highest ranked items under methodology and philosophy

included the students attitude toward science, the relationship of

science to the student's environment, the effectiveness and number of

tests given and the combination of lecture, inquiry and individual

study in presentation of material. A Pearson's r of 0.76 on method-

ology and philosophy reveal there was good agreement between the two

groups of educators concerning how the topics should be presented and

attitudes which should be developed.

It was assumed in the study that opinions gathered from the

college faculty would be more valuable than opinions gathered from

elementary teachers in developing a list of items in order of importance.

The elementary teachers responses were compared to the college biology

faculty responses on each item so areas of similar and dissimilar

rankings would be revealed. In the development of a college biology

course with special emphasis on the training of elementary teachers,

the responses should be studied and appropriate choices made.

62

Conclusions

A ranking of biologic principles in order of importance by

Oklahoma's college biology faculty has been obtained by this study.

Trends in methodology have been revealed. General and specific areas

of agreement and disagreement between the two educator groups have

been elucidated.

The results from this study could be used by curriculum designers

as a guide in developing introductory biology courses. The ranking of

content topics could be used as a source of information from which a

standarization of the general biology course could be achieved. The

responses from elementary teachers should be carefully considered in

the development of a biology course designed to give special emphasis

to the preservice training of elementary teachers. The difference in

responses by the two groups used in this study may be related in part

to an inadequate science background of elementary teachers and the

demands new science programs place on them. The personal data revealed

that only 5 per cent of the elementary teachers were actually using

any of the special science curriculum programs described earlier in

this study. Another 12 per cent indicated they were using other types

of special science teaching materials. This may be another

explanation of the disagreement between elementary teachers and college

faculty on some items.

\

Recommendations

The following recommendations are made:

1. Standarize general biology courses in the State of Oklahoma

using the results of this study as a guide.

63

2. Determine why Oklahoma's elementary schools are not using new

science programs.

3. Determine how great the need is for in-service institutes for

teachers either using or planning to use the new science curricula

programs.

4. Determine if the opinions expressed by the college biology

faculty are actually practiced in the college general biology classroom.

5. Determine the feasibility of a two semester general biology

course.

6. Determine methods of evaluation in a general biology course

which is taught using the inquiry method primarily.

7. Determine the effects of alternate methods of teaching in

both large and small sections of introductory college biology courses.

8. Determine how many of Oklahoma's institutions of higher

education actually make use of behavioral objectives in the course work

for college general biology.

9. Determine why there is little agreement between the college

biclogy faculty and elementary teachers on the amount of emphasis

which course topics should receive.

10. Design an experimental biology course for prospective

elementary teachers in a manner that the respondents to this study agree

would be ideal. Test these students at the end of the semester for a

change in attitude toward science, skills for problem solving and

knowledge of basic scientific principles.

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31. Hall, Thomas S., "New Directions in Teaching Biology," BioScience,Volume 14, (April, 1964), pp. 31-33.

32. Hankins, Lela R., "A Problem Solving Approach to the Teaching ofBiology at the College Freshman Level for the Purpose ofGeneral Education," The Biologist, Volume 52, (February,1970), pp. 16-35.

33. Hardin, Garrett, "A Path to Relevant Teaching," Effective College,Teaching, edited by W. H. Morris, American Association forHigher Education, Washington, D. C., (1970), pp. 87 -93.,

34. Hernandez, Dolores and Benito S. Vergara, "Introducing BiologyCurriculum Innovations in Philippine Schools," The AmericanBiology Teacher, Volume 30, (January, 1968), pp. 26-30.

35. Hines, Sallylee, "A Study of Certain Factors Which Affect theOpinions of Elementary School Teachers in the Training ofScience," unpublished doctoral dissertation, Oklahoma StateUniversity, 1966.

36. Holt, C..E. et. al., "Inastigative Laboratory Programs inBiology," BioScience, Volume 19, (December, 1969), pp. 1104-1107.

37. Hopman, Ann B., "Effecting Changes in the Elementary ScienceCurriculum of a School System," Science Education, Volume 48,(March, 1964), pp. 101-109.

67

38. Hurd, Paul DeHart et. al., "Science Education for Changing Times,"Rethinking Science Education, The Fifty-ninth Yearbook of theNational Society for the Study of Education, Chicago, Illinois:The University of Chicago Press, 1960, pp. 18-38.

39. Hurd, Paul DeHart, Biological Education in American SecondarySchools, 1890-1960, Biological Sciences Curriculum Study,Bulletin No. 1, American Institutie of Biological Sciences,1961.

40. Hurd, Paul DeHart, "The New Curriculum Movement in Science," TheScience Teacher, Volume 29, (February, 1962), pp. 6-9.

41. Hurd, Paul D., and James J. Gallagher, New Directions in ElementaryScience Teaching, California: Wadsworth Publishing Company,1968.

42. Hutto, Thomas A., "A Need for Direction in the College BiologyCurriculum," The American Biology Teacher, Volume 27, (1965),pp. 24-25.

43. Kessen, William, "Statement of Purposes and Objectives of ScienceEducation in School," Journal of Research in Science Teaching,Volume 2, (1964), pp. 3-6.

44. Koran, John J. Jr., "Concepts and Concept-Formation in theTeaching of Biology," The American Biology Teachers, Volume33, (October, 1971), pp. 405-408.

45. Kuhn, David, "Laboratory Experiences in Biology for the ElementaryTeacher," CUEBS News, Volume 6, August, 1970, p. 7.

46. Kurtz, E. B. Jr., "Help Stamp Out Nonbehavioral Objectives,"Science Teacher, Volume 32, (1965), pp. 31-32.

47. Kurtz, E. B. Jr., "Biology in Science--A Process Approach," TheAmerican Biology Teachers, Volume 29, (March, 1967), pp. 192-196.

48. Laetsch, Watson M., "College Biology and the Captive Nonmajor,"The American Biology Teacher, Volume 29, (April, 1967),pp. 297-299.

49. Lawson, Chester, A., "The Life Science Program of the ScienceCurriculum Improvement Study," The American Biology Teacher,Volume 29, (March, 1967), pp. 185-190.

50. Lee, Addison E., "Main Points of the McREL-BSCS Document," TheAmerican Biology Teacher, Volume 32, (November, 1970),

Pp. 474-475.

51. Lippincott, W. T., "The Major Critical Problems in the AmericanUniversity: Quality Teaching in the Freshman and SophomoreYears," BioScience, Volume 16, (February, 1966), pp. 98-101.

68

52. Mayer, William V., "Biology--Synthesizer of Science orDisintegrating Discipline?" The American Biology Teacher,Volume 30, (December, 1968), pp. 799-805.

53. McKinney, Larry, Administrator: Instructional Division, ScienceSpecialist, Oklahoma State Department of Oklahoma, "Personalinterview to obtain IBM listing of elementary teachers whograduated from Oklahoma's institutions of higher education,"Oklahoma City, Oklahoma, February, 1972.

54. Murray, Darrel L., "The Laboratory: A Place for Investigation,"CUEBS News, Volume 6, December, 1969, p. 4.

55. National Science Teachers Association, Science Education forElementary Teachers, Final Report, ERIC (ED 039 132)Washington, D. C., October, 1968.

56. Nisb-c, Jerry J. and Thomas R. Mertens, "Curriculum Reform atBall State University," The American Biology Teacher, Volume33, (January, 1971), pp. 33-37.

57. Novak, Alfred, "Scientific Inquiry in the Laboratory," The AmericanBiology Teacher, Volume 25, (May, 1963), pp. 342-346.

58. Novak, Alfred, "The Model Biology Curriculum," BioScience, Volume16, (August, 1966), pp. 519-523.

59. Oklahoma Association for Undergraduate Education in Biology,Faculty Directory, Oklahoma State University, Stillwater,

Oklahoma, 1971-72.

60. Olson, J. Bennet, "General Biology and the Future ElementarySchool Teacher," CUEBS News, Volume 5, April, 1969, p. 4.

61. Popham, James, Educational Statistics, New York: Harper and Row,1967.

62. Postlethwait, S. N., J. Novak and H. T. Murray, The Audio-Tutorial Approach to Learning, Minneapolis, Minn.: BurgessPublishing Company, 1969.

63. Postman, N., and C. Weingartner, Teaching as a Subversive Activity,New York: Delacorte Press, 1969.

64. Preservice Science Education of Elementary Teachers, AAASCommission on Science Education, Miscellaneous Publication70-5, Washington, D. C., April, 1970.

65 Raven, Ronald J. "Toward a Philosophical Basis for SelectingScience Curriculum Content," Science Education, Volume 54,(April-June, 1970), pp. 97-103.

69

66. Redfield, David D., and R. K. Atwood, "An Investigation of anExperiment Model in the Physical Sciences for the Junior HighStudent," Journal of Research in Science Teaching, Volume 4(1966), pp. 217-226.

67. Renner, John W.Elementary

68. Roos, Thomas B.,BioScience,

and William B. Ragan, Teaching Science in theSchool, New York: Harper and Row, 1968.

"An Introduction to the Biological Sciences,"Volume 15, (October, 1965), pp. 660-664.

69. Runyon, Richard p. and Audrey Haber, Fundamentals of BehavioralStatistics, Mass.: Addison-Wesley, 1967.

70. Scherba, Gerald, "Animal Behavior in the Introductory BiologyCourse," The American Biology Teacher, (October, 1967),pp. 523-527.

71. SCIS Newsletter, Robert Karplus editor, Number 15, Summer, 1969.

72. SCIS Newsletter, Robert Karplus, editor, Number 16, Fall, 1969.

73. Shamos, Morris H., "The Art of Teaching Science," Effective CollegeTeaching, Edited by W. H. Morris, American Association forHigher Education, Washington, D. C., 1970, pp. 66-86.

74. Shulman, Lee S., "Psychological Controversie3 in the Teaching ofScience and Mathematics," The Science Teacher, Volume 35,(September, 1968), pp. 34-38, 89-90.

75. Siegel, Sidney, Noparametric Statistics for the BehavioralSciences, New York: McGraw-Hill, 1956.

76. Simmons, R. H., "Elementary Science a New Discipline and GrowingResponsibility for the Teacher Training College," ScienceEducation, Volume 43, (October, 1959), pp. 336-341.

77. Suchman, Richard J., "Inquiry in the Curriculum," Instructor,Volume 75, (January, 1966), p. 24.

78. The Improvement of Science Instruction in Oklahoma, Grades K-6,The Sate Science Committee of the Oklahomit CurriculumImprovement Commission, The Oklahoma State Department ofEducation, 1971.

79. Thomson, Barbara S. and Alan M. Voelker, ,rams for Improving

Science Instruction in the Elementary 6,,:nool," Science andChildren, Volume 7, (May, 1970), pp. 29-36.

80. Victor, Edward, "Why are our Elementary Teachers Reluctant toTeach Science?" Science Education, Volume 46, (March, 1962),

pp. 185-192.

70

81. Victor, Edward, Present Programs and Major Curriculum Developmentsin Elementary School Science--A Critique, The SixteenthAnnual Convention, National Science Teachers Association,Washington, D. C., March 30, 1968.

82. Walbesser, Henry H., "Science Curriculum Evaluation: Observationson a Position," Science Teacher, Volume 33, (1966), pp. 34-39.

83. Walcott, Charles, "Elementary School Biology," The American BiologyTeacher, Volume 29, (March, 1967), pp. 180-184.

84. Wyatt, Stanley P. and J. Myron Atkin, "Elementary Science," ScienceEducation News, Washington, D. C., December, 1961.

APPENDIX A

LETTERS SENT TO EDUCATORS

71

72

OKLAHOMA STATE UNIVERSITY STILLWATERResearch Foundation(405) V2.6211, hr. 271

Dear Colleague:

74074

There has been no period in the history of American higher educationthat is more important than the present for beginning a restructuring ofcollege courses and programs in all areas of liberal arts education. Thisis particularly true of undergraduate biology courses.

There has been such proliferation of biological knowledge that it isbecoming increasingly harder to select the more important biologicalconcepts to be included in the introductory courses. New types of teach-ing aids and advances in learning theories require much planning toorganize available material and information into a meaningful, productivecurriculum which will meet the needs of all students.

The most important student in any general biology course could wellbe the future elementary teacher. An important question which needs tobe answered is what kind of general biology course will give them thedesire and confidence to bring science into the proper perspective intheir future classroom teaching? The new methods of teaching elementaryscience place a greater demand on the future elementary teacher to haveearlier and more meaningful experiences in science. There may be somejustification for a special course in general biology for futureelementary teachers that would differ more in attitude than content.

To determine the present status of thinking on biology curriculumreform, opinionnaires are being sent to elementary teachers in the state

of Oklahoma. If you fill out, staple and return the self-addressedopinionnaire you will have a positive effect on strengthening the pre-service training program of elementary teachers. Individual schools or

teachers will not be identified in any way.

Sincerely,

Dorothy FroachDoctoral CandidateOklahoma State University

Kenneth WigginsAssistant DirectorResearch FoundationOklahoma State University

73

OKLAHOMA STATE UNIVERSITY STILLWATERResearch Foundation 74074402) 272.6211, Ext. 271

Dear

About April 10, 1972, I sent a letter 6nd an opinionnaire formasking for your help in An Investigation of the College General BiologyCurriculum as an Integrated Part of the Pre-Service Training ofElementary Teachers.

To make this a valid and worthwhile study I especially need yourhelp in completing this part of my research. A self-addressed stampedopinionnaire is enclosed for your convenience. Would you please takesome time now to complete the opinionnaire and return it to me assoon as possible? Much has been written about the lack of concern ofcollege instructors in the academic fields regarding programs at theelementary school level. This study is an effort to open channels ofcommunication between these two levels and restructure existingcollege curricula if the results from the opinionnairee show a need todo so. I feel certain you wish to participate in this survey and bycompleting the enclosed opinionnaire you will be contributing to mystudy important information that comes from successful teachingexperiences. Your response would be deeply appreciated and I wouldbe sincerely grateful.

Your information will be kept confidential. Coding, by number,has been a necessity in order to follow up on those not responding.

Sincerely,

Dorothy FroschDoctoral CandidateOklahoma State UniversityStillwater, Oklahoma 74074

OKLAHOMA STATE UNIVERSITY STILLWATERP0 Research Foundation 74074

(403) 372.6211, tnt. 271

Dear Colleague:

There has been no period in the history of American higher educationthat is more important than the present for beginning a restructuring ofcollege courses and programs in all areas of liberal arts education.This is particularly true of undergraduate biology courses.

There has been such proliferation of biological knowledge that itis becoming increasingly harder to select a core of the more importantbiological concepts to be included in the introductory courses. Tech-nological advances have established new types of teaching aids and--psychology has produced new learning theories. It will take much insightand planning to organize available material and information into a mean-ingful, productive curriculum that will meet not only the educationobjectives of today but for the remaining critical years of this centuryas well.

It is for these reasons that we are contacting instructors, likeyourself, who have had responsibility for planning, organizing, instruct-ing and evaluating the general biology course. You are the only oneswho can and should help identify the most important concepts to be in-cluded in the general course; the only ones who can make constructivesuggestions concerning methodology and course objectives. Because ofyour experi.nce in these areas we need your help in assessing the currentthinking and future trends relative to the general biology curriculum.

To determine the present status of thinking on curriculum reform,opinionnaires are being sent to biology instructors in the state ofOklahoma who have responsibility for planning, organizing, instructingand evaluating the general biology course. You will be making a posi-tive contribution to the teaching profession by filling out, staplingand returning the self-addressed opinionnaire. Individual institutions.

or instructors will not be identified in any way.

Sincerely,

Dorothy FroschDoctoral CandidateOklahoma State University

Kenneth WigginsAssistant DirectorResearch FoundationOklahoma State University.

74

75

OKLAHOMA STATE UNIVERSITY STILLWATIR

Dear

Research Foundation 74074(4C3) 372.6211, Ext. 371

About March 30, 1972, I sent a letter and an opinionnaire formasking for your help in an investigation of the College GeneralBiology Curriculum in Oklahoma's Institutions of Higher Education.

To'make this a valid and worthwhile study I especially need yourhelp in completing this part of my research. A self-addressed, stampedopinionnaire is enclosed for your convenience. Would you please takesome time now to complete the opinionnaire and return it to me as soonas possible? I feel certain you wish to participate in this surveyand by conveying your opinions concerning the general biology curricu-lum you will be contributing to my study important information thatcomes from successful teaching experiences. Your response would bedeeply appreciated and I would be sincerely grateful.

Your information will be kept confidential. Coding, by number,has been a necessity in order to follow up on those not responding.

Sincerely,

Dorothy. Frosch

Doctoral CandidateOklahoma State UniversityStillwater, Oklahoma 74074

APPENDIX B

OPINIONNAIRES SENT TO EDUCATORS

76

77


BIOLOGY CURRICULUM IN OKLAHOMA'S

INSTITUTIONS OF HIGHER EDUCATION

Opitionnaire

Personal Data Sheet

In the following statements, please check the appropriate blanks orfill in the general information as it applies to you.

1. Teaching experience (including this year).Elementary 0- 5 Secondary 0- 5

6-10 6-10

11-15 11-1516 or more 16 or more

2. Age: 60 or above50 to 5940 to 4930 to 3920 to 29

3. Sex: Male ; Female

College 0- 5

6-1011-15----16 or more

4. Institution where you teach: University , State College ,

Liberal Arts College , Junior College

5. Level of academic training:type

Bachelor's DegreeAssociate DegreeMaster's DegreeEd.D.Ph.D.

78

institution granting degree

6. The piimary emphasis of your job is in: research , teaching

7. Years you have taught the general biology course: 1-3_ ,

4-6 , 7-10 , 11-14 , , 18-20 , 20+

8. Type of school where you took your general biology course:University , State College , Liberal Arts College ,

Junior College__

9. By use of a check mark () indicate the number of general biologyclasses you are currently teaching: (explanation: if you areteaching two classes of less than 50 students enter twoon the line indicating that category, etc.)

class size

1-49

50-99

100-149

150-199

200-249

250-300

more than 300

79

10. Our institution (does, does not) have two different types ofgeneral biology programs and/or laboratories, one of which is forthe non-science major.

11. Textbook currently used in our general biology course:Title , Author

12. To receive the results of this opinionnaire check the followingspace

80

AN INVESTIGATION OF THE COLLEGE GENERALBIOLOGY CURRICULUM IN OKLAHOMA'SINSTITUTIONS OF HIGHER EDUCATION

This opinionnaire has been constructed so as to take a minimumamount of your time. You are asked to indicate on the five-point scale found at the end of each statement the degree towhich you feel the statement is an important learning outcomefor a college level course in general biology as a part ofliberal education. To register a very strong opinion youshould circle the number one (1) on the scale. To registera very weak opinion you should circle the number five (5)on the scale.

1 2 3 4 5

very strong strong medium weak very weak

emphasis emphasis emphasis emphasis emphasis

In selecting the content for the ideal one semester biology course aspart of liberal education certain key concepts should be stressed.Which of the following concepts, in your opinion, should receive thestrongest emphasis?

1. Biologist use the species as the basic classificatoryunit. The basis for classification is formed by heredi-

tary differences 1 2 3 4 5

2. The functions of the cell provide basic information aboutlife functions at all biological levels 1 2 3 4 5

3. Some life processes are common to all living organismsThe differences provide the basis for the diversity of

life 1 2345

4. Four basic attributes of a living system are: (a) the

capacity for change (b) the capacity to store information(c) the ability to translate information for use in com-plex activities (d) the capacity to make copies of them-selves 1 2 3 4 5

5. Photosynthetic light and dark reactions are metabolicpathways which result in the storage of energy inchemical bonds

6. Cellular respiration, including glycolysis, the Krebcycle and the electron transport system involve metabolicpathways which provide energy in a form usable by allcells

7. The activities of living organisms result from chemicaland physical processes. The chemical reactants aresupplied by nutrients that must be recycled

1 2 3 4 5

1 2 3 4 5

12345

8. Complex living systems are controlled in part by enzymes.Most chemical reactions occurring within a cell are con-trolled by regulating the amount, type and specificity

9.

10.

11.

81

of the enzyme present 1 2 3 4 5

The universal genetic code is based on various combina-tions of four different nucleotides. A single codingunit consisting of three such nucleotides usually speci-fies a particular amino acid 1 2 3 4 5

There are four basic groups of organic compounds thatform the basis of the structure and function of allliving components. These four groups are: carbohydrates,lipids, proteins and nucleic acids . . . . 1 2 3 4 5

The fundamental unit of heredity is the gene. Genesconsist of DNA components arranged in a double helixon chromosomes 12345

12. The phenomenon of heredity in all living things thusfar investigated is attributable to the replication andtransmission of the genetic materials DNA or RNA . . . 1 2 3 4 5

13. Mutation in a population is essentially random; selec-tion converts this randomness into a pattern. Gene

mutations occur at the molecular level and are theresult of deleting, adding or rearranging the nucleo-tide components of DNA 12345

14. DNA is decoded by RNA. RNA in turn determines proteinspecificity. The phenotype is the ultimate expressionof the genotype. In this way genetic materialdetermines characteristics of living organisms . . . . 1 2 3 4 5

15. Organisms reproduce themselves by two different methods:sexual and asexual 1 2 3 4 5

16. Adaptation has resulted in morphological and functionaldifferences among the cells comprising an organism.This difference (specialization) resulted in the forma-tion of tissues, organs and eventually systems . . . . 1 2 3 4 5

17. The Animal Kingdom, which can roughly be sub-dividedinto vertebrates and invertebrates, contains a greatdiversity of organisms. This diversity may be Cie resultof evolution producing specialization. The moresimilar the physiological function of two differentorganisms the more recent their common ancestory . . . 1 2 3 4 5

18. The Plant Kingdom includes two groups of plants whichare important to man: Gymnosperms and Angiosperms. Of

these two groups the Angiosperm is the more advanced . 1 2 3 4 5

19. Unicellular organisms (paramecia, amoeba) perform themajor functions of multicellular organisms such asingestion, respiration, excretion, locomotion andreproduction. Suci, organisms have cellular organiza-tion

82

1 2 345

20. Osmoregulation, feeding and digestion, nitrogenexcretion, circulation of body fluids and the trans-missic ,f nerve impulses are physiological processesshared by all higher animals and many of the, loweranimals 1 2 3 4 5

21. Absorption of water and minerals by roots, transpira-tion, translocation, hormonal coordination and thetransfor. Ation of light energy into chemical energy arebasic physiological processes which all higher plantshave in common 12345

22. All living systems--from cells to biomes--are in adynamic steady-state which may be altered when a com-ponent in the system is changed 1 2 3 4 5

23. Feedback systems is one method which regulates theactivities and development of living systems. A mal-motion of this system may result in physiological as

well as ecological disorders 12345

24. The development of an organism resllts from the inter-action of the organism's genetic endowment with itsenvironment. Some birth defects are caused when theembryo is subjected to an unfavorable environment . . . 1 2 3 4 5

25. As a zygote divides and develops into an embryo andeventually into an adult, different groups of cellslose some of the potential toward differentiation. The

early embroyonic stages of different animals may showgross morphological similarities. These similaritiesbecome less evident with further development . . . , . 1'2 3 4 5

26. Animal beha'.or has evolved just as structure andbiochemical rocesses have. The development of be-havior is th, nroduct of both genetic and environmentalinteractions

27. Most species of microorganisms in their natural habitatare not dangerous to man; they are essential componentsof the ecosystem. In higher animals resistance to somedisease producing microorganisms an be induced bystimulating the host's immune response to a modifiedspecific pathogen .

1 2345

12345

28. Plant and animal pests can best be controlled by usingnatural limiting factors such as disease, naturalenemies and competitors

29. Diseases are ideally controlled by prevention ratherthan _are; diseases are due to natural causes. Diseasesin plants and animals result from many factors such asgenetic constitution, dietary deficiency, physiologicaldysfunction and/or may be caused by a number ofparasitic organisms

30. The biological patterns of diversity are the result ofevolution

31. Change is a natural phenomenon. All things--physicalas well as biological--change through time. Thesechanges may occur slowly in the amazingly stable geneticsystems or rapidly as a result of drastic physicalchanges

83

1 2 3 4 5

1 2 34 5

1 2 3 4 5

12 345

32. No single characteristic separates plants from animals.However, there are differences which do exist betweenthem. The first land plants and animals may haveevolved from aquatic forms that succeeded in moving toa terrestrial environment through a gradual developmentof specialized structures and functions 1 2 3 4 5

33. One theory concerning the origin of life on earth pro-poses that life arose spontaneously in an aquatic en-vironment through the interaction of energy with non-living matter that became self-reproducing. Alga-

like organisms and bacteria provide evidence of theearliest forms of life as revealed by fossils believedto be more than three billion years old 1 2 3 4 5

34. The living world is made of ecosystems. Each ecosystemconsists of similar components; abiotic, producers,consumers and decomposers. It is essential that thesecomponents are present and functioning in a balancedway if ecosystems are to survive

35. Energy has a unidirectional flow through ecosystems.Solar energy is transforr'ed by green plants intochemical bond energy. Tiis stored energy is passedfrom the producers to animals which eat plans- -thento animals which eat those animals and so on. Eachtime energy is transferred from one organism toanother energy is dissipated resulting in a decreasingamount of energy asmilable to sustain life

12 34 5

12 345

84

36. The earth has finite space, material and availableenergy. Its carrying capacity for living organisms islimited by surface area, the rate of cycling of water,gases and minerals and the efficiency of photo-synthesis 1 2 3 4 5

27. Order is a constant theme in biology. Life is orga-nized from the molecular and intracellular to thecommunity and biosphere 1 2 3 4 5

38 Man is a powerful ecological force. He has modifiedthe environment through agriculture, selective breeding,control of pests by use of chemicals, strip mining anddeforestation. As a result of these activities someorganisms have been controlled, some have become moretroublesome while others have become extinct 12345

39. Population growth in organisms is a function of thereproduction of new individuals and migration. After aslow phase, population growth from relatively low torelatively high levels usually occurs exponentially,then declines as numbers approach environmentalcapacity 1 2 3 4 5

40. Man's social interactio:Ls in part can be traced to

basic biological behavioral patterns 1 2 3 4 5

For questions 41-75 rate each statement in the following way:

1 2 3 4 5

Strongly agree agree undecided disagree strongly disagree

A biology course with ideal objectives as a part of liberal education

should:

41. Teach fewer topics and teach them in depth 1 2 3 4 5

42. Place increased emphasis on the social implications ofbiology (i.e. human population explosion, pollution,biological basis of human social behavior, etc.) . . . 1 2 3 4 5

43. Give students an opportunity to analyze statisticaldata

44. Include science majors as well as non-majors

45. Be centered around laboratory work

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

46. Include the basic rules of scientific research whichwill enable students to gain some appreciation of howscientists work 1 2 3 4 5

85

47. Be comprehensive (i.e. include ecology, behavior,physiology, genetics, development, etc.) 1 2 3 4 5

48. Be taught by the inquiry method 1 2 3 4 5

49. Have .ell defined behavioral objectives both in theclassroom and laboratory 1 2 3 4 5

50. Hwe definite provisions for individual study (i.e.programed texts, audio-tutorials, assigned libraryresearch, etc.) 1 2 3 4 5

51. Have a regular laboratory period which is coordinatedwith classroom lectures 1 2 3 4 5

52. Have a comprehensive examination at the end of thesemester to provide a reasonable means of measuringthe student's academic progress 1 2 3 4 5

53. Include some group study problems 1 2 3 4 5

54. Be a one semester course 1 2 3 4 5

55. Have provisions for a student study area where stu-dents can meet with other students and faculty andhave access to science study materials

56. Give the student a list of specific class performancesrequired for an A, B, etc. The student then choosesthe grade he desires and works toward it

1 2345

1 2 345

57. Omit the laboratory in favor of films, slides andclassroom demonstrations 1 2 3 4 5

58. Have no one text. Reading assignments should be madefrom library lists--or perhaps a series of current"paper back" books 1 2 3 4 5

59. Have the student help in defining the behavioral objec-tives for the laboratory 1 2 3 4 5

60. Have a flexible laboratory period with various studentgroups working on different aspects of a common problemdetermined by the group 1 2 3 4 5

61. Have available a departmental uutor to help studentswith individual academic problems 1 2 3 4 5

62. Increase the student's powers of observation in the

living world 1 2 3 4 5

63. Have three or four tests evenly spaced throughout thesemester in preference to one test at mid-term andanother at the end of the semester

64. Have a laboratory structured around key experiments ina laboratory manual so students will know exactly whatsteps to take in satisfactorily completing highly de -"sirable experiments

65. Have certain standards of achievement established forthe course prior to testing, rather than testing andfitting the results to the normal curve of distribu-tion

86

12345

12345

12 3 45

66. Give students the option of working on an individualproject in lieu of other course requirements such asterm papers 1 2 3 4 5

67. Make use of the increased effectiveness of a test as apowerful teaching tool by rapidly grading and informingthe students of their progress soon after the test isgiven

68. Develop scientific attitudes which logically emergefrom the treatment of biology as a dynamic rather thana static state.

69. Have laboratory experiments so designed that each stu-dent proceeds at his own rate with a minimum number ofperformances required for completion of the biologycourse

70. Use the text chosen for the course as a guide for thedevelopment of curricular content

71. Provide training in the basic skills of laboratorytechniques

72. Prepare students for intelligent functioning in acontemporary world. (i.e. enable the student to moreaccurately interpret the many messages flowing to himfrom the news media, make wiser decisions as a citizenconcerning environmental and/or social problems, etc.).

73. Be taught by the lecture method primarily

74. Be taught using a comgination of lecture, inquiry andindividual study

75. Adjust the method of instruction to the type of studentsfound in the classroom at any one time

12345

12345

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

87

Please rate the following areas which you fee". should definitely beemphasized in any college general biology course. Please use thefollowing rating scale:

1 2 3 4 5

very strong strong, average weak very weakemphasis emphasis emphasis emphasis emphasis

76. ( ) evolution ( ) human disease and health

( ) molecular biology ( ) genetics

( ) cell biology ( ) history of life

( ) kinds of organisms ( ) reproductive biology

( ) ecology (plant & animal) ( ) behavior and its biologicalbasis

( ) ecology (human)( ) development

( ) plant and animalphysiology ( ) social implications of

biology

77. If you had to decide on only one of the above themes around whichto develop a general education biology course which one wouldyou choose?

None of the above is my choice. I would use the followingtheme

78. To be an effective teacher of science the person should be in-volved in some scientific research. Yes No

79. Persons involved in research usually do not have enough time toadequately prepare lecture material. Yes No

88


BIOLOGY CURRICULUM AS AN INTEGRATED PART

OF THE PRESERVICE TRAINING OF ELEMENTARY

TEACHERS

Opinionnaire

Perscnal Data Sheet

In the following statements, please check the appropriate blanks orfill in the general information as it applies to you.

1. Teaching experience (including this year).Elementary: K-3 4-6 Secondary: 0- 5 College: 0- 5

6-10 6-100 -5 11-15 11 -15

6-10 16 or more 16 or more11-15

16 or more

2. Age: 60 or above50 to 5940 to 4930 to 3920 to 29

3. Sex: Male ; Female

89

4. Grade you are presently teaching: K 1 , 2 , 3 , 4

5 , 6

5. Years you have taught the present grade level. 1-2

7-10 , 11-14 15-17 , 18-20 , 20+4-6

6. By use of a check markAndicate the size of the class you arecurrently teaching: (explanation: if you are teaching two classes

of less than 19 students enter two on the line indicating that

category, etc.)

class size 1-19 20-29 30 or more

7. Hours of science taught each week: 0-5 , 5-10 ,

10 or more

8. Our school is currently using material from: AAAS , COPES ,

ESS , ISCS , SCIS , Special material from programs not

listed , none of the above listed areas

9. Main textbook or textbook series used as a part of our elementaryscience program:

Title Author

Publisher

10. Level of academic training:type

Bachelor's DegreeAssociate DegreeMaster's DegreeEd.D.

Ph.D.

90

institution granting degree

11. Type of school where you tocl your general biology course:University , State College , Liberal Arts College ,

Junior College

91

AN INVESTIGATION OF THE COLLEGE GENERALBIOLOGY CURRICULUM AS AN INEGRATED PARTOF THE PRESERVICE TRAINING OF ELEMENTARY

TEACHERS

This opinionnaire has been constructed so as to take a mini-mum amount of your time. You are asked to indicate on thefive-point scale found at the end of each statement the degreeto which you feel the statement is an important learning out-come for a college level course in general biology as a partof the preservice training of elementary teachers. To regis-ter a very strong opinion you should circle the number one(1) on the scale. To register a very weak opinion you shouldcircle the number five (5) on the scale.

1 2 3 4 5

very strong strong medium weak very weakemphasis emphasis emphasis emphasis emphasis

In selecting the content for the ideal one semester biology course aspart of the preservice training cf elementary teachers certain keyconcepts should be stressed. Which of the following concepts, inyour opinion, should receivr, the strongest emphasis?

1. Biologist classify living organisms by ways in whichthey resemble one another and ways in which they differ.The species is the fundamental unit of classification . 1 2 3 4 5

2. A basic understanding of the way a cell functions pro-vides insight into how tissues, organs, systems, popula-tions and communities function 1 2 3 4 5

3. All living organisms have some "life properties" incommon. The differences in "life properties" result inmany varying forms of life 1 2345

4. Living systems can be thought of as being capable of (a)changing (b) storing information (c) translating infor-mation into activities (d) making copies of themselves. 1 2 3 4 5

5. Photosynthesis consists of complex chemical reactionswhich result in the formation of foods 1 2 3 4 5

6. Cells use food by means of molecular changes which re-sult in the release of energy in a form usable by allcells

7. The activities of living organisms result from chemicaland physical processes. Nonliving matter may become anintegral part of living matter but it is returned tothe nonliving state in time

1 2 34 5

1 2 345

8. Complex living systems are regulated in part by enzymes.The type as well as the amount of enzyme present in acell determines which molecules will react and how fastthey will combine

9. The "code of life" is based on four different moleculargroups. Three such molecular groups make up one codeunit which is a determiner for one amino acid

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1 2 34 5

1 2 34 5

10. There are four basic groups of organic compounds thatmake up the structure and determine the function ofliving organisms. These four groups are: carbohydrates(sugar and starches), lipids (fats), protein andnucleic acid 1 2 3 4 5

11. The gene is the basic unit of heredity. Genes arelocated on chromosomes and are composed of DNA 1 2 3 4 5

12. The explanation of hereditary in all living things thusfar studied lies in the reproduction and transmissionof the molecules DNA or RNA 1 234 5

13. The change in the genetic material of a population isa random process; selection changes this randomnessinto a pattern. Gene changes occur at the molecularlevel and are the result of removing, adding or re-arranging the sub units of DNA 1 2 3 4 5

14. The genetic code is lifted from DNA by RNA. A differenttype of RNA in turn uses this code to determine aspecific type of protein. The physical characteristicsof an organism is determined by the formation of thesespecific proteins. In this way an organisms' genesdetermine the physical characteristics of thatorganism 1 234 5

15. Organisms reproduce themselves by two different methods:sexual and nonsexual 1 2 3 4 5

16. Adaptation has resulted in structural and functionaldifferences in cells which make up organisms. This dif-ference resulted in the organization of cells intotissues, organs and organ systems

17. The Animal Kingdom, which can be roughly sub-dividedinto animals with backbone and animals without backbone,contain a great diversity of organisms. This diversityis the result of gradual changes occurring over a longperiod of time producing specialization. The greaterthe structural and functional similarities betweenorganisms the more recent the common ancestry

1 2345

1 2345

93

18. The Plant Kingdom includes two groups of plants whichare important to man: the "naked" seed plants and theflowering plants. Of these two groups the floweringplants is the more advanced 1 2 3 4 5

19. One-cell organisms perform all the basic functions ofthe many-celled organisms such as feeding, respiration,excretion, locomotion and reproduction. Such organismshave cellular organization 1 2 3 4 5

20. Feeding..digestion, nitrogen excretion, circulation ofbody fluids, the transmission of nerve impulses andregulation through osmosis are basic life processesshared by all higher animals and many of the loweranimals 1 2 3 4 5

21. Absorption of water and minerals by roots, the evapora-tion of water from plant cells, the transport ofnutrients and the changing of light energy into foodare basic life processes shared by all higher plants. . 1 2 3 4 5

22. All living systems--from cells to biomes--are activelyengaged in maintaining a steady-state which may bealtered when a part of the system is changed 1 2 3 4 5

23. Feedback systems is one method which regulates theactivities and development of living systems. A defectin this system may result in functional as well asecologi:al disorders 1 2 345

24. The development of an organism results from the inter-action of the organism's genetic material with itsenvironment. Some birth defects are caused when theembryo is subjected to an unfavorable environment . . . 1 2 3 4 5

25. As a fertilized egg divides and develops into an embryoand eventually into an adult different groups of cellslose part of their ability to become different. The

early embryonic stages of different animals may showgreat similarity in structure. These similarities be-come less evident with further development

26. Animal behavior has evolved just as structure and bio-chemical processes have. The development of behavior isthe product of both genetic and enviornmental inter-actions

27. Most species of microorganisms in their natural habitatare not dangerous to man; they are essential parts ofthe ecosystem. In higher animals resistance to somedisease producing microorganisms can be obtained bystimulating the host's immune response to a modifiedform of the disease causing organism

12 345

12 345

12 345

94

28. Plant and animal pests can best be controlled by usingnatural limiting factors such as disease, naturalenemies and competitors 1 2 3 4 5

29. Diseases are ideally controlled by prevention latherthan cure; diseases are due to natural causes. Diseasesin plants and animals result from many factors such asgenetic make-up, dietary deficiency, functional defectsand/or may be caused by a number of parasiticorganisms 1 2 3 4 5

30. The biological patterns of diversity are the result ofevolution 1 2 3 4 5

31. Change is a natural phenomenon. All things--physicalas well as biological--change through time. Thesecharges may occur slowly in the amazingly stable geneticsystems or rapidly as a result of drastic physicalchanges

32. No single characteristic separates plants from animals.However, there are differences which do exist betweenthem. The first land plants and animals may have evolvedfrom aquatic forms that succeeded in moving to aterrestrial environment through a gradual developmentof specialized structures and functions

12345

12345

33. One theory concerning the origin of life on earth pro-poses that life arose spontaneously in an aquatic en-vironment through the interaction of energy with non-living matter that became self-reproducing. Alga-like organisms and bacteria provide evidence of theearliest forms of life as revealed by fossils believedto be more than three billion years old 1 2 3 4 5

34. The living world is made of ecosystems. Each ecosystemconsists of similar parts; physical factors, plants,animals and decomposers. It is essential that thesecomponents are present and functioning in a balancedway if ecosystems are to survive 12345

35 Energy flows in one direction through ecosystems.Solar energy is transformed by green plants into food.This food is passed from the plants to animals which eatplants--then to animals which eat those animals and soon. Each time energy is transfeirerl from one organismto another, energy is dissipated resulting in a de-creasing amount of energy available to sustain life . . 1 2 3 4 5

36. The earth has a definite amount of space, raw materialand available energy. Its carrying capacity for livingorganisms is limited by surface area, the rate of cyclingof water, gases and minerals and the efficiency ofphotosynthesis 1 2 3 4 5

37. Order is a constant theme in biology. Life is organizedfrom the molecular and subcellular to the communityand biosphere

38. Man is a powerful ecological force. He has modified theenvironment through agriculture, selective breeding,control of pests by use of chemicals, strip mining anddeforestation. As a result of these activities someorganisms have been controlled, some have become moretroublesome while others have become extinct

95

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12345

39. Population growth in organisms is a function of thereproduction of new individuals and migration. Aftera slow phase, population growth from relatively low torelatively high levels usually occurs at a constantspecific increase then declines as numbers approachenvironmental capacity 1 2 3 4 5

40. Man's social interactions in part can be traced tobasic biological behavioral patterns 1 2 3 4 5

For questions 41-75 rate each statement in the following way:

1 2 3 4 5

strongly agree agree undecided disagree strongly disagree

A biology course with ideal objectives as a part of liberal educationwhich could be an integrated part of the preservice training ofelementary teachers should:

41. Teach fewer topics and teach them in depth. , 1 2 3 4 5

42. Place increased emphasis on the social implications ofbiology(i.e. human population explosion, pollution,biological basis of human social behavior, etc ) 1 2 3 4 5

43. Give students an opportunity to analyze statisticaldata 1 2 3 4 5

44. Include science majors as well as non-majors 1 2 3 4 5

45. Be centered around laboratory work 1 2 3 4 5

46. Include the basic rules of scientific research whichwill enable students to gain some appreciation of howscientists work 1 2 3 4 5

47. Be comprehensive (i.e. include ecology, behavior,physiology, genetics development, etc.) 1 2 3 4 5

48. Be taught by the inquiry method 1 2 3 4 5

49. Have well defined behavioral objectives both in theclassroom and laboratory

50. Have definite provisions for individual study (i.e.programed texts, audio-tutorials, assigned libraryresearch, etc.)

51. Have a regular laboratory period which is coordinatedwith classroom lectures

52. Have a comprehensive examination at the end of thesemester to provide a reasonable means of measuring thestudent's academic progress

53. Include some group study problems

54. Be a one semester course

55. Have provisions for a student study area where studentscan meet with other students and faculty and have accessto science study materials

56.- Give the student a list of specific class performancesrequired for an A, B, etc. The student then choosesthe grade he desires and works toward it

57. Omit the laboratory in favor of films, slides and

classroom demonstrations

58. Have no one text. Reading assignments should be madefrom library lists--or perhaps a series of current

"paper back" books

59. Have the student help in defining the behavioral objec-tives for the laboratory

60, Have a flexible laboratory period with various studentgroups working on different aspects of a common problemdetermined by the group

61, Have available a departmental tutor to help studentswith individual academic problems

62. Increase the student's powers of observation in the

living world

63. Have three or four tests evenly spaced throughout thesemester in preference to one test at mid-term andanother at the end of the semester

96

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

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1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

97

64. Have a laboratory structured around key experiments ina laboratory manual so students will know exactly whatsteps to take in satisfactorily completing highlydesirable experiments 1 2 3 4 5

65. Have certain standards of achievement established forthe course prior to testing, rather than testing andfitting the results to the normal curve of distribu-tion 12345

66. Give students the option of working on an individual.project in lieu of other course requirements such asterm papers 1 2 3 4 5

67. Make use of the increased effectiveness of a test as apowerful teaching tool by rapidly grading and inform-ing the students of their progress soon after the testis given

68. Develop scientific attitudes which logically emergyfrom the treatment of biology as a dynamic rather thana static state

69. Have laboratory experiments so designed that each stu-dent prcceeds at his own rate with a minimum number ofperformances required for completion of the biology

course

70. Use the text chosen for the course as a guide for thedevelopment of curricular content

71. Provide training in the basic skills of laboratory

techniques

72. Prepare students for intelligent functioning is acontemporary world. (i.e. enable the student to moreaccurately interpret the many messages flowing to himfrom the news media, make wiser decisions as a citizenconcerning environmental and/or social problems, etc.).

73. Be taught by the lecture method primarily

74. Be taught using a combination of lecture, inquiry andindividual study

75. Adjust the method of instruction to the type of stu-dents found in his classroom at any one time

12345

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

98

76. Please rate the following areas which you feel should definitelybe emphasized in any college general biology course. Pleaseuse the following rating scale:

1 2 3 4 5

very strong strong average weak very weakemphasis emphasis emphasis emphasis emphasis

( ) evolution ( ) molecular biology ( ) cell biology

( ) plant and animal physiology ( ) ecology (plant & animal)

( ) ecology (human) ( ) plant and animal physiology

( ) human disease and health ( ) genetics

( ) history of life ( ) reproductive biology

( ) development ( ) behavior and its biological basis

( ) social implications of biology

In the following statements, please check your agreement or disagree-ment by placing a in the appropriate blank.

77. The science courses' taken in college provided me with an adequatebackground for teaching science. Yes , No

78. The instructor of my college general biology class was primarilyconcerned with research , teaching , undecided

79. To be an effective teacher of college science courses the personshould be involved in some scientific research. Yes , No

80. Persons involved in scientific research usually do not haveenough time to adequately prepare lecture material. Yes ,

No

99

1. Was the opinionnaire too long?

2. Is the purpose of the opinionnaire clear?

3. Were there any questions too personal? If yes circle thequestion please.

4. Is it a strongly biased opinionnaire?

5. Was the wording in a form which could be understood by mostelementary teachers?

6. Was there any science area not covered that you feel should havebeen?

Would.you list those areas please?

7. Would you object to filling out such an opinionnaire had youreceived it in the mail?

APPENDIX C

GRAPHS OF RESPONSES TO OPINIONNAIRE STATEMENTS MADEBY COLLEGE BIOLOGY FACULTY AND

ELEMENTARY TEACHERS

100

101

GRAPHICAL DATA

The results from the first 75 opinionnaire statements are pre-

sented here in the form of graphs. The number of the figure corresponds

to the number of the opinionnaire statement. A bar graph is used and

has five general divisions, each division representing one of the five

possible responses. Each division is subdivided into two percentage

response categories: one for the college biology faculty (CBF); the

other for elementary teachers (ET). The first 40 graphs relate to

the course content portion of the opinionnaire and are labeled to

correspond with the rank order scale of the opinionnaire statements

as follows: very strong emphasis (VSE); strong emphasis (SE); medium

emphasis (ME); weak emphasis (WE); very weak emphasis (VWE).

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102

o.00 s.oa ib.00 it.oa sb.00 atom sb.00 st.00 sb.00 st.00 sb.00

PERCENT OF EACH GROUP

Figure 1. Responses to the Concept That theBasis of Classification is Formedby Hereditary Differences

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Figure 2. Responses to the Concept That CellFunctions Provide Basic Informa-tion About Life Functions at AllBiological Levels

CBF

ET

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Figure 3. Responses to the Concept That LifeProcesses are Common to AllLiving Organisms

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Figure 4. Responses to the Concept ThatLiving Systems Have Four BasicAttributes

103

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Figure 5. Responses to the Concept That Photo-synthesis Results in the Storageof Energy in Chemical Bonds

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35 5

95 5

0.m e, on Ib.00 ib.00 ab.00 st.00 ,b.00 sb.00 siLoo ib.00 sb.00PERCENT OF EACH GROUP

Figure 6. Responses to the Concept ThatCellular Respiration ProvidesEnergy in a Form Usable by AllCells

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Figure 7. Responses to the Concept ThatActivities of Living OrganismsResult From Chemical and PhysicalProcesses

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306

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Figure 8. Responses to the Concept That Com-plex Living Systems are Controlledin Part by Enzymes

105

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22.6

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Figure 9. Responses to the Concept That theUniversal Genetic Code is Based onFour Different Nucleotides.

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Figure 10. Responses to the Concept That FourGroups of Organic Compounds Formthe Basis of All Living Components.

106

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moo s.00 tb.ao tb.00 ab.00 sk.osGROUP

:Loa ib.00 it.00 6.oPERCENT OF EACH GROUP

Figure 11. Responses to the Concept That theGene Consists of DNA and is theFundamental Unit of Heredity.

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Figure 12. Responses to the Concept That theBasis of Heredity is the Repro-duction and Transmission of DNA

or RNA

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tt.00 ab.00 2k.00 sb.00 atm sb.00 dam sb.00PERCENT OF EACH GROUP

Figure 13. Responses to the Concept ThatMutations in a Population areRandom; Selection of Mutations

Form Patterns

8.1

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Figure 14. Responses to the Concept ThatGenetic Material Determines theProperties of Living Organisms

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Figure 15. Responses to the Concept ThatOrganisms Reproduce ThemselvesBy Sexual and Asexual Methods

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Figure 16. Responses to the Concept ThatAdaptation Has Resulted inBiological Organization

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Figure 17. Responses to the Concept That theAnimal Kingdom Can Be Sub-dividedinto Vertebrates and Invertebrates

10.3

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Figure 18. Responses to the Concept That Thereare Groups of Plants Importantto Man: the Gymnosperms andAngiosperms

1,1

1,11

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Figure 19. Responses to the Concept That OneCell Organisms Perform All theBasic Functions of Life

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Figure 20. Responses to the Concept That SomeLife Processes are Shared by AllHigher Animals

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Figure 21. Responses to the Concept ThatThere are Certain Basic LifeProcesses Shared by All HigherPlants

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38.5

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197

161

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Figure 22. Responses to the Concept That AllLiving Systems are ActivelyEngaged in Maintaining Homeostasis

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Figure 23. Responses to the Concept That Feed-back Systems Help Regulate theActivities of Living Systems

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Figure 24. Responses to the Concept That theDevelopment of an OrganismResults From an InteractionWith Its Environment

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Figure 25. Responses to the Concept That asa Zygote Develops It Loses Partof Its Ability to Differentiate

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Figure 26. Responses to the Concept ThatAnimal Behavior Has Evolved Justas Other Biological ProcessesHave

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Figure 27. Responses to the Concept ThatMost Microorganisms are EssentialComponents of the Ecosystem

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Figure 28. Responses to the Concept ThatPlant and Animal.Pests Can BestBe Controlled By Natural Means

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Figure 29. Responses to the Concept ThatDiseases are Ideally ControlledBy Prevention Rather Than Cure

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Figure 30.

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Responses to the Concept That theBiological Patterns of Diversityare the Results of Evolution

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Figure 31. Responses to the Concept ThatChange is a Natural Phenomenon:All Things Change Through Time

11

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Figure 32. Responses to the Concept That NoSingle Characteristic SeparatesPlants From Animals

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Figure 33. Responses to the Concept ThatLife May Have Begun Spontaneouslyin a Primitive Environment

11 3

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Figure 34. Responses to the Concept Thatthe Living World is Made ofEcosystems

118

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Figure 35. Responses to the Concept ThatEnergy Has a Unidirectional FlowThrough Ecosystems

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Figure 36. Responses to the Concept Thatthe Earth Has Finite Space,Material and Available Energy

119

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PERCENT OF ERCH GROUP

Figure 37. Responses to the Concept ThatOrder is a Constant Theme inBiology

II

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Figure 38. Responses to the Concept That Manis a Powerful Ecological Force

120

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Figure 39. Responses to the Concept ThatPopulation Growth is Relatedto Reproduction and Migration

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Figure 40. Responses to the Concept That Man'sSocial Interaction Has a BasicBiological Behavioral Pattern

121

1.22

The following 35 graphs relate to the methodology portion of the

opinionnaire and are labeled to correspond with the rank order scale on

the opinionnaire as follows: strongly agree (SA); agree (A); undecided

(U); disagree (D); strongly disagree (SD).

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Figure 41. A General Education Biology CourseShould Teach Fewer Topics andTeach Them in Depth

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Figure 42. A General Education Biology CourseShould Place Increased Emphasison the Social Implications ofBiology

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Figure 43. A General Education Biology CourseShould Give Students anOpportunity to Analyze Statisti-cal Data

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Figure 44. A General Education Biology CourseShould Include Science Majorsas Well as Nonmajors

124

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Figure 45. A General Education Biology CourseShould Be Centered Around Labora-tory Work

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Figure 46. A General Education Biology CourseShould Include the Basic Rulesof Scientific Research

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Figure 47. A General Education Biology CourseShould be Comprehensive

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Figure 48. A General Education Biology CourseShould Be Taught By the InquiryMethod

126

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Figure 49. A General Education Biology CourseShould Have Well Defined Be-havioral Objectives Both in theClassroom and Laboratory

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Figure 50. A General Education Biology CourseShould Have Definite ProvisionsFor Individual Study

548

127

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.Figure 51. A General Education Biology Course

Should Have a Regular LaboratoryPeriod Which is Coordinated WithClassroom Lectures

81

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Figure 52. A General Education Biology CourseShould Have a ComprehensiveExamination at the End of theSemester

128

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Figure 53. A General Education Biology CourseShould Include Some Group StudyProblems

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Figure 54. A General Education Biology CourseShould Be a One Semester Course

129

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Figure 55. A General Education Biology CourseShould Have Provisions for aStudent Study Area

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Figure 56. A General Education Biology CourseShould Give the Student a Listof Specific Class PerformancesRequired for an A, B, Etc.

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Figure 57. A General Education Biology CourseShould Omit the Laboratory inFavor of Films, Slides and Class-room Demonstrations

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Figure 58. A General Education Biology CourseShould Have No One Text

131

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Figure.59. A General Education Biology CourseShould Employ the Student'sHelp in Defining the BehavioralObjectives for the Laboratory

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Figure 60. A General Education Biology CourseShould Have a Flexible LaboratoryPeriod With Various Groups Work-ing on a Common Problem

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Figure 61. A General Education Biology CourseShould Have Available a Depart-mental Tutor

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Figure 62. A General Education Biology CourseShould Increase the Student'sPowers of Observation in the.Living World

59 2

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Figure 65. A General Education Biology CourseShould Have Certain Standards ofAchievement Established for theCourse Prior to Testing

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Figure 66. A General Education Biology CourseShould Give Students the Optionof Working On Individual Pro-jects in Lieu of Other CourseRequirements

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Figure 67. A General Education Biology CourseShould Increase the Effectivenessof a Test By Rapidly Grading andReturning It

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Figure 68. A General Education Biology CourseShould Develop Scientific Atti-tudes Which Emerge From theTreatment of Biology as aDynamic State

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Figure 69. A General Education Biology CourseShould Have Laboratory Experi-ments Which Allow a Student toProceed at His Own Rate

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Figure 70. A General Education Biology CourseShould Use the Text Chosen forthe Course as a Guide for theDevelopment of Curricular Content

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Figure 71. A General Education Biology CourseShould Provide Training in theBasic Skills of LaboratoryTechniques

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Figure 72. A General Education Biology CourseShould Prepare Students forIntelligent Functioning in aContemporary World

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Figure 73. A General Education Biology CourseShould Be Taught By the LectureMethod Primarily

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Figure 74. A General Education Biology CourseShould Be Taught Using a Combi-nation of Lecture, Inquiry andIndividual Study

139

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Figure 75. A General Education Biology CourseShould Adjust the Method ofInstruction to the Type ofStudents Found in the Classroomat Any One Time

140

APPENDIX D

DEVELOPMENT OF A BIOLOGY COURSE

141

142

A MODEL BIOLOGY COURSE

The results of this study indicate the form of curriculum develop-

ment should be one with concern for the individual student as well as

the discipline. This form is similar to one of four proposed by

Dressel (22). Dressel states that if concern for individual students

is an important part of a program development then objectives should

emphasize the growth and development of the individual. Affective goals

are as important as cognitive goals. The discipline represents a

flexible but useful organization of knowledge. The development of a

course which uses this scheme and follows the attitudes and opinions

set forth by this study could be outlined in the following way:

I. Statement of the general biology course objectives.

II. Statement of bchavioral objectives both for the classroomand the laboratory.

III. Select or devise laboratory experiments designed to increasethe student's skill in scientific processes (observation,measurement, formulating hypothesis, etc.). The laboratoryshould also provide the kind of environment which stimulatesstudent curiosity and encourages scientific investigation.

IV. Coordinate the laboratory with classroom lectures.

V. Develop audio-totorial laboratory lessons and a module unitfor biological areas in which only some of the students areunprepared. (example: chemistry, basic measurement).

VI. Set aside an area near the laboratory which contains referencetexts, 8 mm slide projectors and tables for student con-ferences and study.

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VII. Ecology is the central theme. The lecture and laboratoryis developed around the following units:

A. Activities of Life

1. Life processes common to all living organisms.2. The four basic organic compounds found in living

components.3. Homeostasis.4. Control by enzymes.5. Cell physiology.6. The functions of unicellular organisms.7. Microorganisms.8. Photosynthesis.9. Respiration.

10. Plant and Animal Physiology.

B. The Past, the Present and the Future.

1. Reproduction.2. Development.3. Heredity.4. Genes.5. Genetic Code.6. DNA and RNA.7. Evolution.

C. Plant and Animal Ecology.

1. Classification.2. Kinds of organisms.3. Order is a constant theme.4. Living World is made of ecosystems:

a. populationsb. communitiesc. biomes

5. Flow of energy.6. Cycling of nutrients.7. Population growth.

D. What is Man's Place in the World?

1. Earth has finite space.2. Control of diseases.3. Control of pests.4. Man as a strong ecological force.5. Man's social interactions.

VIII. The course should be taught using the inquiry, lecture, andand individual study approach. The inquiry method shouldbe strongly emphasized in the laboratory. Inquiry may beused in discussion groups which devise problems and tech-niques to secure answers. Group study problems could be

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utilized to engage the students in active investigationproviding an opportunity to approach the study of sciencein ways that have meaning for them.

Students may present current problems to the class forclarification, further investigation, and critical analysis.This activity could be used to develop desired scientificattitudes.

IX. Some lectures should be prepared but these should be developedaround basic principles and those areas requiring specialhelp for better understanding.

VITA

Dorothy Ann Frosch

Candidate for the Degree of

Doctor of Education

Thesis: AN INVESTIGATION OF THE COLLEGE GENERAL BIOLOGY CURRICULUMAS AN INTEGRATED PART OF THE PRESERVICE TRAINING OFELEMENTARY TEACHERS

Major Field: Higher Education

Biographical:

Personal Data: Born in Guthrie, Oklahoma, June 10, 1926, thedaughter of Mr. and Mrs. Newton P. Kellogg.

Education: Graduated from Guthrie High School, Guthrie, Oklahoma,in May, 1944; received Bachelor of Science degree iii.Education from Central State University in 1958; receivedMaster of Teaching from Central State University in 1)64;completed requirements for the Doctor of Education degreeat Oklahoma State University in May, 1973.

Professional Experience: Science teacher Classen High, OklahomaCity, Oklahoma, 1958-65; served as chairman of Classen HighSchool Science Department, 1964-65; biology and physicsteacher Guthrie, Oklahoma, 1965-66; instructor of ScienceCentral State University, Edmond, Oklahoma, 1966-69;assistant professor of biology/physics Central StateUniversity; Edmond, Oklahoma, 1965-72.

Documents

DOCUMENT RESUME SE 015 800 Frosch, Dorothy Ann An ... · DOCUMENT RESUME ED 088 685 SE 015 800 AUTHOR Frosch, Dorothy Ann TITLE An Investigation of the College General Biology. Curriculum