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ERIC Number: ED048006
Record Type: RIE
Publication Date: 1970-Sep
Pages: 372
Abstractor: N/A
Reference Count: N/A
A List of Currently Credible Biology Concepts Judged by a National Panel To Be Important for Inclusion in K-12 Curricula, Parts 1, 2, and 3.
Thompson, Benjamin Edwin
This three-part document identified 114 currently credible biology concepts judged important for inclusion in the K-12 curriculum. The literature related to the production of lists of scientific concepts was reviewed, emphasizing the techniques available for such studies. The technique for this study was to ask individual biological scientists at the University of Wisconsin to list five to seven concepts they felt were important for children to know; to submit the combined list to all the Wisconsin respondents to judge each concept for credibility, clarity and importance; and to send the list, after eliminating duplicate, unimportant and low credibility concepts identified by the Wisconsin panel, to three national panels. These panels, university biological scientists, science educators, and secondary school biology teachers, each contained 250 persons selected by random techniques from the appropriate national lists. The mean importance and rank awarded each concept by each panel was determined as was the proportion of each panel rating the concept as lacking credibility, modifying the concept, stating it to be unclear, or making irrelevant comments. Concepts lacking credibility or clarity for at least two percent of the group were listed for each panel, as were those that were modified. Lists of additional concepts were also compiled. Analyses of similarity of the reaction of each panel were made and reported. Appendices reproduce all materials provided to each group of respondents. Bibliography. [Not available due to marginal legibility of original document.] (AL)
ERIC Information Analysis Center for Science and Mathematics Education, 1460 West Lane Ave., Columbus, Ohio 43221 (Loan)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.