Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools:
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)
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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.
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 Although similarly out of date, the IB curriculum achieves a more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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