EDSC 103: Nature and History of Biology as a Science PDF

EDSC 103 Chapter 1: Nature and History of Biology as a Science Lesson #1: Development and Timeline of Modern Biology Modern Biology studies living organisms and their interactions with each other and their environments. It encompasses a wide range of fields and disciplines, integrating knowledge...

EDSC 103 Chapter 1: Nature and History of Biology as a Science Lesson #1: Development and Timeline of Modern Biology Modern Biology studies living organisms and their interactions with each other and their environments. It encompasses a wide range of fields and disciplines, integrating knowledge from various scientific areas to understand life at multiple levels, from molecules to ecosystems. Molecular Biology: molecular mechanisms underlying biological processes Genetics: heredity, variation, and the role of genes in health and disease Cell Biology: structure and function of cells and their processes Evolutionary Biology: origins and changes in species over time Ecology: interactions between organisms and their environments Physiology: functions and processes of living organisms and their parts Developmental Biology: growth and development of organisms Microbiology: microorganisms and their roles in health, disease, and environmental processes Biotechnology: Applies biological knowledge to develop technologies and products Cell Theory (1830s-1850s): The formulation of cell theory by Matthias Schleiden, Theodor Schwann, and Rudolf Virchow was pivotal. They established that all living organisms are composed of cells and that cells are the basic unit of life. This concept laid the groundwork for many future discoveries in biology. Theory of Evolution (1859): Charles Darwin’s publication of "On the Origin of Species" introduced the theory of natural selection, revolutionizing our understanding of how species evolve and adapt over time. This work provided a unifying framework for understanding biological diversity and evolution. Mendelian Genetics (1860s): Gregor Mendel’s experiments with pea plants established the basic principles of inheritance. Although his work was not widely recognized until the early 20th century, Mendel’s laws of inheritance became fundamental to genetics. Major Discoveries and Inventions from 17th to 19th Centuries 1667: Robert Hooke ○ The Discovery of the Cell 1674: Antoni van Leeuwenhoek ○ One-lens Simple Microscope 1735: Carolus Linnaeus ○ Taxonomic system 1839: Theodore Schleiden, Matthias Schwann, Rudolf Virchow  ○ The Cell Theory 1859: Charles Darwin ○ Theory of Evolution by Natural Selection 1866: Gregor Mendel ○ Mendelian Pattern of Inheritance 1866: Louis Pasteur ○ Disproved Spontaneous Generation Theory opening doors to microbiology and vaccination Discovery of DNA Structure (1953): James Watson and Francis Crick, with the help of Rosalind Franklin’s X-ray diffraction images, elucidated the double helix structure of DNA. This discovery was crucial for understanding how genetic information is stored, replicated, and transmitted. Molecular Biology and Biochemistry (1940s-1960s): Advances in molecular biology, including the understanding of protein synthesis, genetic coding, and enzymology, further refined the study of biological processes at the molecular level. Techniques like gel electrophoresis and chromatography became important tools. Development of Genetic Engineering (1970s-present): The advent of recombinant DNA technology and gene-editing tools such as CRISPR has allowed for precise manipulation of genetic material, leading to advances in medicine, agriculture, and biotechnology. Major Discoveries and Inventions from 20th Century 1908: Wilhelm Weinberg, Godfrey Hardy ○ Allele and Genotype frequencies as indicators of evolution 1910: Thomas Hunt Morgan ○ Chromosomal Theory of Inheritance 1928: Alexander Fleming ○ Penicillin 1944: Oswald Avery, Colin Mcleod, Maclyn McCarthy ○ DNA as the carrier of genetic information 1953: James Watson, Francis Crick ○ DNA exists as a 3D molecule with a double-helix structure 1967: Lynn Margulis ○ Advancement of the Endosymbiotic Theory 1969: Robert Whittaker ○ Five-kingdom Classification System (M, A, F, P, and P) Lesson #2: Biology and Nature of Science Nature of Science is a critical component of scientific literacy that enhances students’ understanding of science concepts and enables them to make informed decisions about scientifically-based personal and societal issues. (nsta.org, 2024) Nature of Science Science as a process ○ Scientific ideas are developed through reasoning. ○ Scientific claims are based on testing explanations against observations of the natural world and rejecting the ones that fail the test. ○ Scientific claims are subject to peer review and replication. Science has principles ○ Science seeks to explain the natural world and its explanations are tested using evidence from the natural world. ○ Science assumes that we can learn about the natural world by gathering evidence through our senses and extensions of our senses. Characteristics of Science ○ Science corrects itself. ○ Conclusions of science are reliable, though tentative ○ Science is not democratic. ○ Science is non-dogmatic. ○ Science cannot make moral or aesthetic decisions. Biology as a Science In simple terms, Biology is a natural science discipline that studies living things. ranging from the microscopic or submicroscopic view of a cell to ecosystems and the whole living planet. As a Science, it consists of knowledge that covers general truths or the operation of general laws, especially when acquired and tested by the scientific method. Science (including Biology) using scientific methods attempts to comprehend the nature of the universe. Lesson #3: Current and Future Prospects of Biology Genomics and Transcriptomics (gene sequencing, analysis, and editing) Proteomics (protein analysis) Biotechnology (food technology, biofuels) Synthetic Biology (synthetic organisms, application in medicine and industry) Computational Biology (Bioinformatics, Predictive Modeling, AI) Chapter #2: Effective Approaches and Strategies in Teaching Life Science Approaches and Strategies in Teaching Life Science Constructivism ○ Personal and societal experiences influence how human beings gather and make meaning of information. Context-based Learning ○ Students strengthen their understanding of the concept by connecting it to real-world situations Inquiry-based Learning ○ Students use questioning and exploration to gain understanding of real-world Problem-based Learning ○ Students gain knowledge through specific, complex problem that does not have a straightforward solution; the focus is on the acquisition of knowledge, not on the solution Project-based Learning ○ Students acquire knowledge by designing, developing, and constructing concrete solutions to a problem; the focus is on the end product Collaborative Learning ○ Using groups mutually searching for solutions, or meanings, or creating a product Philosophies of Education Perennialism ○ Education must pursue universal truths that span across historical periods to produce well-rounded individuals with some knowledge across the arts and sciences ○ Usually employs teacher-centered approach, sometimes student-centered Essentialism ○ Believes that only the core of important skills must be taught to all students. ○ Employs teacher-centered approach Progressivism ○ It focuses its educational stance towards experiential learning ○ Student-centered ○ It influenced constructivism Social Reconstructionism ○ Education aims to improve society and be useful for change and social reforms by leading the students in rational discussion and critical analysis of contemporary issues. ○ Student-centered Additional Approaches in Teaching Life Science Metacognitive Learning  ○ applying metacognitive (thinking about thinking) strategies to respond to clear and explicit learning goals Integrative or Multidisciplinary Learning ○ covers all-inclusive and integrates different disciplines or fields of knowledge Technology-supported Instruction ○ use of diverse set of ICT tools in class to communicate, create, disseminate, store, and manage information What is the best approach/strategy in teaching contraceptives? When you unpack the curriculum or plan for your lessons, consider the following: (1) Background of learners (age, economic status, needs, strengths/weaknesses, etc.) (2) Resources (facilities, time, human, budget) (3) School’s PVMO Chapter #3: Personal Health and Wellness Lesson #1: Biomechanics of Sports and Exercise