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- Individual Program Descriptions
- Rediscovering Biology: Molecular to Global Perspectives
- Essential Science for Teachers: Life Science
Minds of Our OwnA video documentary on education and learning for K-12 educators and parents; 3 one-hour video programs and guide Why don't even the brightest students truly grasp simple science concepts? These video programs pick up on the questions asked in the Private Universe documentary and further explore how children learn. Based on recent research, as well as the pioneering work of Piaget and others, Minds of Our Own shows that many of the things we assume about how children learn are simply not true. For educators and parents, these programs bring new insight to debates about education reform. Produced by the Harvard-Smithsonian Center for Astrophysics. 1997. ISBN: 1-57680-064-4 Individual Program Descriptions1. Can We Believe Our Eyes? Why is it that students can graduate from MIT and Harvard, yet not know how to solve a simple third-grade problem in science: lighting a light bulb with a battery and wire? Beginning with this startling fact, this program systematically explores many of the assumptions that we hold about learning to show that education is based on a series of myths. Through the example of an experienced teacher, the program takes a hard look at why teaching fails, even when he uses all of the traditional tricks of the trade. The program shows how new research, used by teachers committed to finding solutions to problems, is reshaping what goes on in our nation’s schools. 2. Lessons From Thin Air Just about everyone will agree that trees are made from sunlight, water, and soil the trees sucks up from their roots. But the surprising truth is that trees are made from air! Trees are solar-powered machines that convert air into wood. Why is it that, despite the fact that photosynthesis is one of the most widely taught subjects in science, so few people really understand the central idea underlying this system? Starting with this question, program two explores why something taught in school can go unlearned and shows that we often teach without regard to what children actually need to know. 3. Under Construction A series of portraits of teaching shows how six teachers from across the country are working to revamp their teaching and their schools, and are struggling against a variety of obstacles that might thwart their efforts. These teachers are working to undo the myths about learning inherent in their school systems, and are truly the heroes who will shape our children’s future for life in the Information Age. Rediscovering Biology: Molecular to Global PerspectivesA video course for high school teachers; 13 half-hour video programs, course guide, and Web site; graduate credit available This resource will be available September 2004. Great advances have been made in the field of biology in recent decades that will continue to have a major impact on our lives. Rediscovering Biology: Molecular to Global Perspectives explains these developments for teachers of high school biology to update their content knowledge and understanding. The multimedia course materials—video, online text, interactive Web activities, and course guide—will help new and veteran biology teachers become familiar with current research methods and tools that will lead to new discoveries in the coming decades. Thirteen half-hour video programs feature interviews with expert scientists involved in groundbreaking research, such as Eric Lander of the MIT Genomics Center and Rita Colwell, director of the National Science Foundation. Detailed animations provide a micro-level view of biological processes and techniques such as mass spectrometry and microarray analysis. Supporting and expanding the video content, the course guide and interactive Web site provide learning activities, additional information, a detailed glossary, annotated animations, and case studies that invite teachers to run their own mini research projects. An extensive online text, downloadable for printing, covers the content participants need to know for the 13 units. Produced by Oregon Public Broadcasting. 2003. ISBN: 1-57680-733-9 Individual Program DescriptionsSession 1. Genomics Having determined the complete DNA nucleotide sequence of humans and several other organisms, today’s research has shifted to identifying genes and determining their functions. This session reviews the techniques used in BLAST searches, microarray experiments, and other genomics tools. Session 2. Proteins and Proteomics Researchers know it is the proteins made by a cell that determine what that cell does. This session explores the varying complements of proteins and their effects, structures, and interactions within the mechanism of cell function, and introduces the larger picture of proteomics and systems biology. Session 3. Evolution and Phylogenetics The ability to compare DNA sequences from different organisms is refining our perspective on evolution. This session illustrates how molecular techniques are now combined with fossil evidence to explore relationships in organisms from whales to anthrax. Session 4. Microbial Diversity Microbial diversity far surpasses all other diversity on the planet. This session examines recent studies of microbes including extremophiles, the comparisons of Bacteria and Archaea, and the formation and life cycle of biofilms. Session 5. Emerging Infectious Diseases New diseases arise and old diseases, such as malaria and influenza, are returning with renewed vigor. This session studies the complex causes and far-reaching impacts of emerging infectious diseases around the globe. Session 6. HIV and AIDS Studying individuals with natural resistance to HIV has led to insights into the infection process and may produce new treatments or a vaccine. This session explores recent developments in the study of HIV and AIDS, the future global impact of the current infection levels, and the ethical issues surrounding current research and treatments. Session 7. Genetics of Development Organisms as different as flies, fish, and humans share a set of genes, known as a genetic toolkit, which guides development. This session presents new perspectives on the remarkable similarity in these molecules and processes and the ethical questions involved in this research. Session 8. Cell Biology and Cancer Cancers result when genes required for normal cell function are mutated and the resulting cells undergo other changes ultimately leading to uncontrolled division. This session reveals new information on normal cell function, proto-oncogenes and tumor suppressor genes and their role in the cell cycle, and current research in drug design for specific cancers. Session 9. Human Evolution Homo sapiens is now the only living representative of what was once a multi-branched bush of hominid species. This session examines mitochondrial Eve and other fossil clues that increasingly point to Africa as the point of origin of our species. How did humans replace their hominid cousins, including Neanderthal, leaving the chimpanzee as our closest living relative? Session 10. Neurobiology Neurons’ electrical activity results in the release of neurotransmitters that account for everything from survival to addiction to learning and memory. This session explains how neurons communicate to achieve all these functions. Session 11. Biology of Sex and Gender Several genes help determine what makes a human embryo develop female or male sexual anatomies. This session examines recent findings which have challenged previous beliefs about the roles of anatomy, environment, and genetics in the determination of gender, and the evolution of sexual determination. Session 12. Biodiversity With current extinction rates exceeding those of previous mass extinctions, many biodiversity studies focus on efforts to count the Earth’s species before they are lost. This session explores current field experiments studying complex ecosystems and how environmental and biodiversity changes might affect their functions. Session 13. Genetically Modified Organisms While genetic modification of organisms has occurred for millennia, we now have the tools to insert specific genes from one organism into cells of unrelated species. This session illustrates the processes used and how such genetically transformed organisms are increasingly common in agriculture, industry, and medicine, and introduces the ethical considerations of GMO research. Essential Science for Teachers: Life ScienceA video course for grades K–6 teachers; 8 one-hour video programs, course guide, and Web site; graduate credit available Essential Science for Teachers courses are designed to help K–6 teachers gain an understanding of some of the bedrock science concepts they need to teach today’s standards-based curricula. The series of courses will include Life Science, Earth and Space Science, and Physical Science. Life Science consists of eight one-hour video programs accompanied by print and Web materials that provide in-class activities and homework explorations. Real-world examples, demonstrations, animations, still graphics, and interviews with scientists compose content segments that are intertwined with in-depth interviews with children that uncover their ideas about the topic at hand. Each program also features an elementary school teacher and his or her students exploring the topic using exemplary science curricula. Use the complete course for teacher education or professional development, or individual programs for content review. Produced by Harvard-Smithsonian Center for Astrophysics. 2003. ISBN: 1-57680-730-4 Individual Program DescriptionsSession 1. What Is Life? What distinguishes living things from dead and nonliving things? No single characteristic is enough to define what is meant by “life.” In this session, five characteristics are introduced as unifying themes in the living world. Session 2. Classifying Living Things How can we make sense of the living world? During this session, a systematic approach to biological classification is introduced as a starting point for understanding the nature of the remarkable diversity of life on Earth. Session 3. Animal Life Cycles One characteristic of all life forms is a life cycle—from reproduction in one generation to reproduction in the next. This session introduces life cycles by focusing on continuity of life in the Animal Kingdom. In addition to considering what aspects of life cycles can be observed directly, the underlying role of DNA as the hereditary material is explored. Session 4. Plant Life Cycles What is a plant? One distinguishing feature of members of the Plant Kingdom is their life cycle. In this session, flowering plants serve as examples for studying the plant life cycle by considering the roles of seeds, flowers, and fruits. A comparison to animal life cycles reveals some surprising similarities and intriguing differences. Session 5. Variation, Adaptation, and Natural Selection What causes variation among a population of living things? How can variation in one generation influence the next generation? In this session, variation in a population will be examined as the “raw material” upon which natural selection acts. Session 6. Evolution and the Tree of Life Why are there so many different kinds of living things? Comparing species that exist today reveals a lot about their relationships to one another and provides evidence of common origins. This session explores the theory of evolution: change in species over time. Session 7. Energy Flow in Communities Communities are populations of organisms that live and interact together. The structure of a community is defined by food web interactions. The process of energy flow is the focus of this session as the interactions between producers, consumers, and decomposers are examined. Session 8. Material Cycles in Ecosystems Studying an ecosystem involves looking at interactions between living things as well as the nonliving environment that surrounds them. Life depends upon the nonliving world for habitat, as well as energy and materials. In this session, material cycles will be explored as critical processes that sustain life in an ecosystem. The Learning Classroom: Theory Into Practice This video-based course is an exploration of learning theory-appropriate for grades K-12 and all subject areas-for the training of preservice teachers and the professional development of inservice teachers. Each of the 13 half-hour programs-hosted by Stanford University professor Linda Darling-Hammond-is dedicated to a specific learning theory and applications of that theory to classroom practice. A Web site and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice. Graduate credit is available for this course. All 13 sessions must be taken sequentially to qualify for recertification or graduate credit. How People Learn: Introduction to Learning Theory This session briefly introduces the history of learning theory. It describes the learning process as we understand it today, and the ways teaching practices can build on these understandings. It also explores the relationship of theory to practice and the teacher’s role as theorist. Learning As We Grow: Development and Learning This session explains developmental pathways and stages through which students progress at different rates. It presents Jean Piaget’s theory of cognitive development and the concept of readiness for learning, which provides insights into what, when, and how to teach. Building on What We Know: Cognitive Processing This session describes how people perceive and process information. The session briefly discusses the role of the brain and experience in learning, and then describes in more depth how we progress, organize, and remember what we learn. Different Kinds of Smart: Multiple Intelligences This session presents Howard Gardner’s theory of multiple intelligences. The session provides insights into how teachers can use students’ intelligences as pathways to successful learning. Feelings Count: Emotions and Learning This session examines how emotions influence cognitive processing and describes how learning to manage feelings and relationships develops “emotional intelligence.” The Classroom Mosaic: Culture and Learning This session emphasizes that all learning takes place in a cultural context. It explores how and why differences in culture matter in the educational process and how teachers and students can understand, embrace, and capitalize on diverse perspectives and experiences. Learning From Others: Learning in a Social Context This session explores how learning relies on communication and interaction with others. Based on Lev Vygotsky’s work, the session shows how “learning communities” can support learning through assisted performance, managed discourse, and reciprocal teaching. Watch It, Do It: Cognitive Apprenticeship This session shows how teachers can facilitate learning by making expert thinking “visible” to students. The session explores how complex performances are learned through modeling, demonstrating, scaffolding, and coaching. Thinking About Thinking: Metacognition This session explores how metacognition enables students to better manage their learning process and learn difficult concepts deeply. The session introduces how reflective skills can be taught and how self-regulating strategies such as planning, predicting, organizing, and reflecting can be developed. How We Organize Knowledge: The Structure of the Disciplines This session examines how disciplines organize knowledge and use different modes of inquiry to develop understanding. It explores how teachers can support student learning by helping them understand the big ideas within a domain and how they are connected. Lessons for Life: Learning and Transfer This session covers what conditions are needed for knowledge and skills learned in one context to be retrieved and applied to new situations. The session explains how different teaching strategies can support the transfer of knowledge into and out of different contexts. Expectations for Success: Motivation and Learning This session shows how students’ expectations about their competence, as well as the tasks teachers set, affect their willingness to engage in learning. The session explores how classrooms can be designed to enhance students’ motivation to learn. Pulling It All Together: Creating Classrooms and Schools That Support Learning This session describes how schools can organize for student success by pulling together all the elements of learning theory, and creating a coherent, connected approach to teaching and learning that is reinforced and supported by structural features. 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