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OCR for page 127
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biology teachers
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
