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APPENDIX B NABT Biology Teaching Standards PROGRAM SCOPE: A biology education program should prepare teachers for both the junior hig~h/middle school and senior high school levels of instruction and should be designed to educate college and university students to teach any secondary biology or other life science courses. The suggested program should include a minimum of 24 semester hours in the biological sciences including course work to ensure the proficiencies stated below; plus a minimum of 24 semester hours in chemistry and introductory physics; and proficiency in mathematics through college algebra. A minimum of 12 semester hours in science should be upper division hours. All secondary biology teachers should be prepared to teach in at least one other science area. In addition, biology teachers must continue to improve their skills and knowledge in the ever changing world of life sciences. Standards for Preparation of the Biology Teacher ('.`ndidates completing a biology leacher certificate program must in ~ lush the curricular goals listed~below and be able to demonstrate s',`~if'` skills and knowledge. 1 Knowled'`r~ of the fundamentals of BIOIOUY. · Demonstrate a knowledge of basil concepts and of laboratory techniques concerned with the study of: systematize; d..v~.lol' Inept, evolution, 'genetics: ethical implications of technology (recombinant DNA, organ transplant, in vitro fertilization), rolog, Y; behavior; cell biology; bio-energetics; homeostati' n,`.chanisms; and all the life processes in animals, plants and microbes. ;~. Knowledge of the interrelationships of living organisms with their biotic and physical environments, including field experiences and that study of ecology or environmental biology. · L)emonstrate in writing a knowledge of the basic concepts of ecological population factors; ecosystems; energy flow; nutrient cycles and the sociobioloKical aspects of ecology · Demonstrate an ability to conduct and direct meaningful field trills and investigations concerned with obtaining information on `:oncepts of ecological populations; ecosystems; energy flow; nutrient cycles and the sociobiological aspects of ecology Knowledge of chemistry, mathematics, and physical science or physics, and computer science- · Demonstrate: a basic knowledge of the concepts and a command of the laboratory techniques equivalent to those included in general college chemistry; the concepts equivalent to those in- cluded in lower division, undergraduate physical science course, or a college physics I course; a corr~mand, or working ability of mathematics equivalent to that in college algebra; and an ability to utilize computers in teaching and in record storage. 4. A methods course for biology teaching designed to organize, plan, present, and evaluate the learning of biology subject matter con- ~nt Demonstrate a functional knowledge of the science inquiry pro cesses and be able to distinguish between assumptions, hypotheses, theories, data, controls, independent and dependent variables, and generalizations. Def ine and describe a philosophy of present-daY sc fence teaching. · Demonstrate a command of the mechanics of everyday teaching, including laboratory and field experiences. 127 Select, purchase, operate, and',~aintai'1 equipment and Us used in teaching biology - Us`. current biolol v curricular materials in the ~ lassrora~l' L)emonstrate an ability to develops curricula that motivate students as well as consider individual differences D~'nonstrate an ability t<' construe. t and adn~irlist~'r student Valuation instruments for subject ~nattr.!r ~onc~!l~ts, 1~rin~il~1 and techniques Demonstrates a com',~itmc~nt and cledic at Ion to cads' ~ t Ion of ',''riv adolescents and continual self-iml~rovc~n`L.nt Foster enthusiasm about biology in students of
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