Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a…

Using a design-based research approach, we developed a data-rich problem (DRP) set to improve student understanding of cellular respiration at the ecosystem level. The problem tasks engage students in data analysis to develop biological explanations. Several of the tasks and their implementation are described. Quantitative results suggest that…

In this two-part activity, high school biology students examine human karyotyping, sex-chromosome-linked disorders, and the relationship between biological sex and gender. Through interactive simulations and a structured discussion lab, students create a human karyotype and diagnose chromosomal disorders in hypothetical patients, as well as…

New science standards and reform recommendations spanning grades K--16 focus on a limited set of key scientific concepts from each discipline that all students should know. They also emphasize the integration of these concepts with science practices so that students learn not only the "what" of science but also the "how" and…

Taxonomy, the identification, naming, and classification of living things, is an indispensable unit in any biology curriculum and indeed, an integral part of biological science. Taxonomy catalogues life's diversity and is an essential tool for communication. Textbook discussions of taxonomy range anywhere from three to eight domains of kingdoms.…

This is an update of a 1991 review on tumor suppressor genes written at a time when understanding of how the genes work was limited. A recent major breakthrough in the understanding of the function of tumor suppressor genes is discussed. (LZ)

Presents a few pertinent facts related to contrasting conditions in Mendel's experiment. The lack of emphasis regarding normal vs abnormal conditions or the origins of the abnormal type is questioned. Suggested contrasts are given. (EB)

Nine questions are presented for student discussions relating to genetics, evolution, and racial characteristics. A brief introductory discussion of these topics are presented, as well. (BB)

Presented is a review of the history of the discovery of gene function, and description of the research and scientists responsible for each major step in the sequence of discoveries. A brief review of the current status of the research is included. (SL)

Examines the content knowledge of genetics as it is organized for solving effect-to-cause problems. Reviews proposed reasons explaining why students find genetics difficult to learn. Explains dominant and codominant inheritance patterns, multiple alleles, and X-linkage. (RT)

Two statistical tools, the Chi-square and standard error approaches, are compared for use in Mendelian genetics experiments. Although the Chi-square technique is more often used, the standard error approach is to be preferred for both research investigations and student experiments. (BB)

A broad range of present microbiological work is discussed in order to indicate the many possible careers now open in microbiology. Some areas are immunology, environmental microbiology, agricultural, industrial, and food microbiology, and space microbiology. An employment outlook is also given. (MDR)

Some of the work of a modern medical geneticist is described. Also included is an employment outlook summary in medical genetics. (MDR)

Described is an exercise which uses inexpensive and easy-to-make materials to demonstrate the basic fundamentals of heredity. Discusses two approaches using a hypothetical insert to demonstrate inheritance, mitosis, meiosis, and genotypic and phenotypic frequencies. (CW)

Describes the contribution made to the quality of human life by the study of genetics. Presents a description of the current status of genetics education. Suggests changes in genetics education necessary to keep up with new developments. (39 references) (CW)