A Design Study for a Capstone Biology Course

BSCS建议在高中阶段对顶点生物学进行设计研究。在美国高中，生物传统上是学生首先学习的科学课程，其次是化学和物理。最近，一些学校开始将物理作为第一门课程，而将生物作为最后一门课程。这项设计研究汇集了科学、教学、科学教育、专业发展和课程开发方面的专家，研究作为顶点课程的生物学与入门课程有何不同。为了提供知情的结果，BSCS将使用多种技术来获取可靠和相关的信息。这些技术包括对教师、管理人员和生物学家进行全国性调查；顶点课程实施案例研究；对文献和委托撰写的论文进行全面的回顾。在收集这些数据后，BSCS将开发一个连贯的框架，提出前瞻性模型，并为顶点生物学课程提出基于证据的建议。这项研究的结果将汇编成专著和执行摘要，并将广为散发。

BSCS proposes to conduct a design study on capstone biology at the high school level. In U.S. high schools biology has traditionally been the science course that students take first, followed by chemistry and physics. Some schools recently have been implementing physics first and biology as the final (or capstone) course. This design study brings together experts in science, teaching, science education, professional development and curriculum development to study how biology as a capstone course must differ from an introductory course. To provide informed results BSCS will use multiple techniques for acquiring reliable and relevant information. These techniques include national surveys of teachers, administrators and biologists; case studies of capstone course implementation; a comprehensive review of the literature and commissioned essays. After collecting this data BSCS will develop a coherent framework, present prospective models and make evidenced-based recommendations for a capstone biology course. The findings of the study will be compiled in a monograph and an executive summary, which will be disseminated widely.