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Frequently
Asked Questions (FAQ’s) About Investigations in Biology and Chemistry
I and II 2002-2006 |
| Q. | Why combine these two subject areas over two years? |
| A. | For years, secondary science students and teachers have struggled with the curriculum coverage issue. Fitting too many topics into one year to pass a required state test in the case of New York, or standardized tests that were based on rote memorization, has negated best-practice teaching and created superficial learning opportunities. These tests are changing, now giving us the opportunity to examine the high school science program. The new Living Environment and Physical Setting Chemistry Regents science standards in New York, and the new SAT II formats, connect conceptually at several points, finally reflecting the connections that biologists and chemists know all too well. Instead of “covering” topics to race through the textbook regardless of understanding, our Program builds, connects, and reinforces concepts and themes about the natural world. Like the natural world itself, the curriculum uses real-world contexts that interrelate throughout the entire two-year sequence. It is sensible to study the natural world in terms of how biological and chemical aspects apply to a given phenomenon. Return
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| Q. | Is this just another new-fangled educational trend? |
| A. | No. The idea of “unifying” the different fields of science is not new at all. Countries around the world have long subscribed to the idea of integrating science studies. The Third International Mathematics and Science Study reports that incoherent and superficial curricular coverage have contributed to abysmal science student performance—rankings that have remained unchanged for over 30 years. It is important to note that the best American science students also rank behind their foreign counterparts. In other states around the country, rigorous integrated science curricula have been around for decades. The EduChange® staff has in-depth experience developing and implementing integrated high school science programs. Catherine Saldutti and Nicolle Gottfried, our external program evaluator, presented at the 2004 Annual National Association For Research in Science Teaching (NARST) conference, where their work was nominated for The Outstanding Paper Award. Return
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| Q. | What does this mean for Regents/SAT II testing, and will the students be prepared? |
| A. | It is interesting to note that through a more sensible science curriculum there will be a better-prepared student population. Higher degrees of true conceptual understanding mean better testing experiences. For one thing, it should mean more sanity and higher levels of confidence around taking the exams. Students will be exposed to standardized test-style questions in both disciplines over a two-year period. Students will have the chance to revisit concepts in different contexts—and encounter more assessments of those concepts—to reduce the “forgetting” of central ideas. Logistically, the Living Environment test can be taken in January of the sophomore year, while the more mathematically complex Physical Setting Chemistry test remains slated for June of the sophomore year. For those students interested in taking the more high-level SAT II in Biology and/or Chemistry, the Bio-Chemistry Program will provide better and more rigorous training in the areas of critical thinking, problem-solving and applications-based science as well as extension lessons to further prepare students. These SAT II science tests can be taken at any of three testing dates: January, May or June of the sophomore year, as the student feels prepared to attempt the test(s). Return
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| Q. | Will Investigations in Biology and Chemistry be as challenging as separate science courses? |
| A. | Data from our pilot schools show that students at a variety of levels find the course to be rigorous, and they also learn to assume more responsibility for their own learning as the course progresses. Students also report positive attitudes toward science, even relative to other classes. Based on these findings, we feel that while students will enjoy, understand, and be prompted to take more science in the years that follow, students will be more challenged as well. We plan to study these very outcomes. The reason for this lies in the iterative quality of the 5 Strands. Investigations in Biology and Chemistry includes rigorous laboratory work with familiar biology and chemistry equipment, and students are required to conduct labs using several types of equipment simultaneously. Not only will this better prepare students for AP and college laboratory science courses, it will give them a better feel for what “real” scientists do. Science specialties are often formed by integrating science disciplines, and industries like pharmaceuticals exemplify the Bio-Chem connection. Return
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| Q. | How does the course support the students' acclimation to an integrated, inquiry-based approach? |
| A. | Students learn science concepts through laboratory experiences, not out of a textbook. It is the preparation, conduct and reflection on these labs that drives learning. Thus, concepts are contexualized, and the contexts become richer and more challenging as concepts build and connect. The course is organized so that in early lessons the skills and conceptual understandings required from students is accessible and teacher-guided. Students then acquire autonomous work habits grounded in organization, self-monitoring and direct accountability. Students acquire these habits over the two years through maintaining a reference/lab notebook and following well-articulated assessment rubrics and tasks. Teachers also use differentiated instruction techniques to purposefully customize group and individual activities. Return
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| Q. | What will the colleges think? |
| A. | While colleges differ in their views of the role of standardized tests in the admissions process, they are quite similar in their requirements for rigorous, lab-intensive science courses that promote solid foundations for college course work. Our program provides such a foundation. While implementing a similar program in CA, one administrator notes: ”we sent out a questionnaire and received a response from about 30 major universities like Yale, Stanford, Tulane, etc., all of whom said in effect that they not only approved of this approach but wondered why high schools hadn’t been doing this before, as most of them indicated they preferred to have students entering with better, well-rounded perspectives of the way the world really works…if students wanted to specialize, they could do that at the university level!” We are sending similar inquiries to institutions of higher education where our pilot students matriculate regularly. We also are working with the college advisors to develop a profile of the course that can be enclosed with the student’s transcript. Further, we have been in conversations with district administrators about garnering their support and recognition of our work. Return
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| Q. | Is this a high-risk experiment to which students are being subjected? |
| A. | Hardly. EduChange® curriculum specialists and professional development providers are themselves master teachers using proven instructional and assessment strategies. Further, EduChange® staff have developed similar integrated curricular programs in MA, succeeding in both increased student enrollment in science courses and improved standardized test scores. An article depicting this prior work of Catherine Saldutti and Stephanie Copice is available to NSTA members online in the October 2001 issue of The Science Teacher. The Investigations in Biology and Chemistry Program is more of an operational strategy than an “experiment.” We know what works; now we are systematically creating a fun, equitable, inquiry-based science experience that meets national science education guidelines and the standardized testing requirements. EduChange® is working with scientists from The Rockefeller University to ensure accurate and updated content, and researchers from Teachers College who are lending their expertise in professional development and urban science education. Our 5 participant schools have personalized The Investigations in Biology and Chemistry Program with great success, pushing students at a variety of levels further than ever before. These schools have received funding from The Dorr Foundation, New Visions for Public Schools, and The Fund for Teachers. We hope to get more support from public and private foundations going forward, with the hope that our program will be a model for other schools in the district, city, state, and nation. We are proud of these pilot schools for being smart about student learning and best-practice teaching, and for working with us to help students reach their full potential as science students. Return
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| Q. | Who is working on this initiative? |
| A. | This
initiative is a collaboration between The
Rockefeller University,
Teachers College, Columbia University
and EduChange,
Inc.
with students at the center of all of our work. Click
here
for a visual model of this collaboration. Return
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| Q. | Will teachers be qualified to implement the Program? |
| A. | Yes. As experienced teachers ourselves, we understand the challenges faced
when implementing a new curriculum, particularly one that draws on content from other certification areas at the same that it tackles teaching reform initiatives. In order to support the teachers, we offer an extensive list of content and pedagogy resources in the teacher materials, weekly on-site professional development support, our Annual Summer Invitational (modeled after the National Writing Project), school visits from partnering scientists and clinicians, monthly Inquiry Group meetings among participating teachers and students of different schools, and access to Rockefeller University scientists.
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| Q. | What do schools need to implement the course? |
| A. | Comprehensive supply lists that are linked to suggested vendors are provided
for each year of the course. These supply lists address not only laboratory supplies but also classroom and media needs. There is no textbook required for this program, saving schools enormous costs. Extensive reading materials are provided through the Program, and a recommended classroom library resource list is provided. The Program is adapted for both macro or micro-scale equipment where appropriate, and all equipment and supplies are standard. As with any laboratory-based science program it is necessary for the students to have access to both running water and electricity in their classroom or laboratory space, as well as any safety equipment and chemical storage space required by your district or state.
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