WHAT’S PAST IS PROLOGUE: LESSONS FROM THE HISTORY OF BIOLOGY EDUCATION?

  • D. B. Rosenthal California State University, Long Beach, CA 90840, United States

Abstract

Since the beginning of the 20th century, educators have tried to move biology education in the classroom beyond pure knowledge. The curriculum reformers of the 1960s sought to strengthen attention to the processes of science in biology. In recent years, many science educators have been advocating a return to an emphasis on “the personal and social dimensions that have been ignored for over two decades” (Bybee 1987, p. 669). Biology for the 21st century cannot be limited to knowledge of the natural world, to teaching students how to learn that knowledge (Good et al. 1985) or to the biology/society interface (Yager 1984). Unless the biology curriculum of the 21st century is to look much like that of the 20th century, it will need to involve an appropriate combination of knowledge, methods, personal and social aims. It is certainly time, by the turn of the next century, to make this effort a reality. © 1990, National Association of Biology Teachers

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Published
2020-09-28
How to Cite
Rosenthal, D. B. (2020). WHAT’S PAST IS PROLOGUE: LESSONS FROM THE HISTORY OF BIOLOGY EDUCATION?. Educational Review: International Journal, 17(1), 67-78. Retrieved from http://fssh-journal.org/index.php/es/article/view/127