A Case Study Integrating the Process of Science into High School Advanced Biology

Integrating the process and nature of science into a high school advanced biology curriculum provides students with a clearer understanding of what separates science from non-science, why scientific knowledge is valuable and trustworthy, and how they can apply science in their everyday lives.  It also gives students opportunities to experience and appreciate the excitement, creativity, exploration, dead-ends and a-ha moments that inspire biologists.  Employing the flow chart and activities that are freely available on the Understanding Science website, students are exposed to the real process of science as multifaceted, dynamic, non-linear, iterative, and oftentimes messy.

As a specific example, by engaging in a long-term Behavioral Ecology Project that challenges them to first observe and then design and carry out experiments with animals of their choice, students experience first-hand the facets of exploration and discovery, testing ideas, community analysis and feedback, and outcomes and benefits.  Students are provided with opportunities for peer review and reflection on their experiences, and they are given explicit feedback on their work.  The results indicate that when they are engaged in and given explicit feedback on the process, student work tends to reflect a more accurate understanding and appreciation of the way in which real science is conducted.