scholarly journals The Pedagogical Potential of Infrared Cameras in Biology Education

2019 ◽  
Vol 81 (7) ◽  
pp. 520-523 ◽  
Author(s):  
Jesper Haglund ◽  
Konrad J. Schönborn
Keyword(s):  
Life Sciences ◽  
Biology Education ◽  
Next Generation Science Standards ◽  
Plant Metabolism ◽  
Science Standards ◽  
Pedagogical Tools ◽  
Biological Surfaces ◽  
Energy Transfers ◽  
Infrared Cameras ◽  
User Friendly

Thermal imagery provides new opportunities to study concepts and processes in biology. Examples include using infrared (IR) cameras in educational activities to explore energy transfer and transformation in human physiology, animal thermoregulation, and plant metabolism. The user-friendly and visually intuitive nature of IR technology is well suited to the study of rapidly changing temperatures on biological surfaces, due to such energy transfers. IR cameras are therefore potentially helpful pedagogical tools for approaching the Energy and Matter crosscutting concept in the Life Sciences discipline of the Next Generation Science Standards.

The Nature of Science & the Next Generation of Biology Education

2015 ◽  
Vol 77 (7) ◽  
pp. 485-491 ◽  
Author(s):  
William F. McComas
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Science Instruction ◽  
Biology Education ◽  
Next Generation Science Standards ◽  
Next Generation ◽  
Science Standards ◽  
Science Classes

The nature of science (NOS) is an often neglected part of science teaching, yet it provides a vital background for students, detailing how science and scientists work and how scientific knowledge is created, validated, and influenced. Here, I review the concept of NOS and some of the challenges to its inclusion in science classes. In addition, I outline proposals, including those in the Next Generation Science Standards, for those aspects of NOS that should be featured in science classes. Finally, I discuss distinctions in NOS specific to the science of biology and conclude with some thoughts on how NOS can be incorporated into science instruction.

The Next Generation of Science Standards: Implications for Biology Education

2012 ◽  
Vol 74 (8) ◽  
pp. 542-549 ◽  
Author(s):  
Rodger W. Bybee
Keyword(s):  
Science Education ◽  
Natural Selection ◽  
Life Sciences ◽  
Biology Education ◽  
Next Generation ◽  
Science Standards ◽  
Draft Standard ◽  
Curriculum Instruction ◽  
K 12 ◽  
Crosscutting Concepts

The release of A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a discussion of the implications of the new standards for biology programs in general and curriculum, instruction, and assessment in particular.

Next Generation Science Standards: Lost in the Woods?

Science Scope ◽  
2013 ◽  
Vol 037 (01) ◽  
Author(s):  
Chris Dobson ◽  
Stephanie Oostdyk ◽  
Patricia Radtke
Keyword(s):  
Next Generation Science Standards ◽  
Next Generation ◽  
Science Standards

THE NEW CURRICULUM STANDARDS FOR ASTRONOMY IN THE UNITED STATES

2015 ◽  
pp. 131-151
Author(s):  
Sharon P. Schleigh ◽  
Stephanie J. Slater ◽  
Timothy F. Slater ◽  
Debra J. Stork
Keyword(s):  
United States ◽  
The United States ◽  
Next Generation Science Standards ◽  
Next Generation ◽  
Curriculum Standards ◽  
Science Standards ◽  
New Curriculum

Há um grande interesse em restringir a ampla gama e vasto domínio dos possíveis temas que poderiam ser ensinados sobre astronomia em uma estrutura gerenciável. Embora não haja nenhum currículo nacional obrigatório nos Estados Unidos, uma análise dos três esforços nacionais recentes para criar uma sequência apropriada de conceitos de astronomia por idade para serem ensinados nas escolas primárias e secundárias revela uma considerável falta de consenso a respeito de quais conceitos são mais apropriados para cada idade e quais tópicos devem ser cobertos. O esquema de padronização mais recente para a educação científica dos EUA, o Next Generation Science Standards (Padrões em Ciência: Nova Geração), sugere que a maioria dos conceitos de astronomia devem ser ensinados apenas nos últimos anos de educação do aluno; e no entanto  foi recebido com críticas consideráveis. Uma comparação dos esquemas de aprendizagem da astronomia nos Estados Unidos e uma breve discussão das críticas levantadas podem proporcionar aos educadores de astronomia internacionais dados de comparação na formulação de recomendações em suas próprias regiões.

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