As education in England emerges from a major curriculum review (DfE 2013), the next few years will see significant changes in what is taught in schools and how this is assessed. As a core subject, under the current proposals, all students, from the beginning of primary school until age 16, will study science in some detail. Biology is an exciting,…

In this paper, I argue that characterisations of life through lists of properties have several shortcomings and should be replaced by theory-based accounts that explain the coexistence of a set of properties in living beings. The concept of life should acquire its meaning from its relationships with other concepts inside a theory. I illustrate…

Explains the effects of current educational practices on both student learning orientations and institutions. Discusses barriers to change in the process of developing new policies and frameworks. (YDS)

Introduces the learning cycle method in the context of biology instruction. Includes a theoretical rationale for its use as well as a brief review of key studies that have found it effective. (Author/MM)

Examines the role of ecology in science instruction and offers suggestions for integrating it into an existing curriculum. Discusses the value of field work and explains the different approaches and difficulties associated with ecological field studies. Highlights the advantages of using the local environment. (ML)

Proposes that teachers possess some awareness of the history and philosophy of science and epistemological understanding of the nature of the subject area. Offers perspectives on the role of observation; on hypotheses, theories, and laws; and on models in biological education. (ML)

Deals with the practical assessment of the General Certificate of Secondary Education (GCSE) in Great Britain with regard to the requirements set forth in biology syllabi. Addresses the requirements of the British National Criteria for assessment of experimental skills, the assessment framework, and the principle of positive achievement. (TW)

Argues that life cycles and the concept of the four-dimensional organism should be the most important idea in teaching high school biology in the United Kingdom. Presents a set of concepts and terms with a view to improving the perceived confusion in present teaching situations. (TW)

Gives an account of a variety of approaches to science, technology and society courses in universities and colleges. Discusses courses which concentrate on a study of the history of biology. (CW)

Proposes that the concept of evolution be used to integrate and link topics in biology syllabi. Justifies and cites advantages of teaching biology from an evolutionary viewpoint, providing specific examples of implementation possibilities. (ML)

Provides a historical review and assessment of Britain's General Certificate of Education and Certificate of Secondary Education (GCSE). Projects the implications of the GCSE for teachers and students and presents challenging views on several of its principles. (ML)

Provides perspectives and an analysis of the structure and method of biology and its implications to the dilemma of whether to employ a content or process approach to the teaching of biology. Suggests that biology teaching should be soundly based on a theoretical framework with a reduced dependence on facts. (ML)

Examined are implications for biology teachers of proposed changes in the national biology curriculum in Great Britain. Access to teacher training, and the nature of teacher education courses are stressed. Future prospects for inservice and preservice teachers are discussed. (CW)

This article argues that Biology syllabi give insufficient attention to the role humans play in the ecological processes and interactions with their environment. Discussed are ecological studies in urban and managed habitats, using a multidisciplinary approach, and including a global perspective. (CW)

Examined are some of the distinctive features of the biological sciences. Discussed are the use of models with case studies, universal principles, and alternative frameworks. (CW)