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  FYI!  For those of you who had AP biology and had to retake biology 100
and 102 you might be interested in what the National Academies says about
why it is important to take the coursework on the college level.  If you
have siblings entering college next year you should share this with them as
well.        
 
 
 

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Learning and Understanding: Improving Advanced Study of Mathematics and
Science in U.S. High Schools: Report of the Content Panel for Biology (2002)
Center for Education (CFE <http://www7.nationalacademies.org/cfe/> )
	
 
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CHAPTER SELECTOR:

 Openbook Linked Table of Contents  Front Matter, pp. i-ii  1. Introduction,
pp. 1-3  2. Advanced Study in Biology: Ideal and Reality, pp. 4-6  3.
Quality and Content of the Learning Experience for Studen..., pp. 7-23  4.
Teachers and Teaching, pp. 24-32  5. Outcomes, pp. 33-36  6. Summary and
Discussions of Recommendations, pp. 37-44  References, pp. 45-46  Appendix
A: Charge to the Content Panels from the Parent Com..., pp. 47-49  Appendix
B: Biographical Sketches of Biology Content Panel M..., pp. 50-52  Appendix
C: Comparison in the IB and AP Course Outlines and ..., pp. 53-56  Appendix
D: Laboratory Experience in AP and IB Biology Cours..., pp. 57-59  Appendix
E: Some Useful Web Sites for Advanced Biology Cours..., pp. 60-61  Appendix
F Conclusions and Recommendations from the 1990 NRC..., pp. 62-64  	

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3
Quality and Content of the Learning Experience for Students


HOW IS ADVANCED BIOLOGY BEING TAUGHT?


AP courses and to a somewhat lesser extent IB courses generally rely on the
traditional transmission-reception mode of instruction, rather than a
constructivist model in which students develop their own conceptual
framework through inquiry-based, problem-centered active learning, as
recommended by the NSES. Changes in teaching approach are needed in both
programs, as discussed in Chapter 4
<http://books.nap.edu/openbook.php?record_id=10365&page=21> .

Additional problems with AP courses, discussed in the following sections,
are that they attempt to cover too many areas in a single year; they are
often taught in one standard 47-minute period per day, which makes
meaningful laboratory experience almost impossible; and they are driven by
the need to prepare students for the AP examination rather than by concern
for an optimal student learning experience. These conclusions are based on
the panel's conversations with AP teachers, the written guides for teachers
of AP courses, and the emphasis on coverage in the AP tests.


WHAT BIOLOGY IS BEING TAUGHT?


The AP course outline is not up to date, and it overemphasizes
environmental, population, and organismic (EPO) biology at the expense of
molecular, cell, and developmental (MCD) and evolutionary biology. Although
similarly out of date, the IB curriculum achieves a more appropriate balance
of the EPO and MCD areas. The AP curriculum should include more on the
process of science, including the responsible conduct of research, and the
core IB curriculum should include more evolutionary biology. The core
curricula of both programs should be updated to include concepts from
current areas of rapid progress, such as genomics, cell signaling,
mechanisms of development, and molecular evolution.


How Are the Curricula Developed?


It should be noted that the above criticisms and suggestions are also
applicable to many introductory-level college biology courses. Since a major
stated goal of the AP program is to allow students to place out of these
courses, the AP curriculum is designed to include all the

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CHAPTER SELECTOR:

 Openbook Linked Table of Contents  Front Matter, pp. i-ii  1. Introduction,
pp. 1-3  2. Advanced Study in Biology: Ideal and Reality, pp. 4-6  3.
Quality and Content of the Learning Experience for Studen..., pp. 7-23  4.
Teachers and Teaching, pp. 24-32  5. Outcomes, pp. 33-36  6. Summary and
Discussions of Recommendations, pp. 37-44  References, pp. 45-46  Appendix
A: Charge to the Content Panels from the Parent Com..., pp. 47-49  Appendix
B: Biographical Sketches of Biology Content Panel M..., pp. 50-52  Appendix
C: Comparison in the IB and AP Course Outlines and ..., pp. 53-56  Appendix
D: Laboratory Experience in AP and IB Biology Cours..., pp. 57-59  Appendix
E: Some Useful Web Sites for Advanced Biology Cours..., pp. 60-61  Appendix
F Conclusions and Recommendations from the 1990 NRC..., pp. 62-64  	

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