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The Biological Sciences Curriculum Study (BSCS)
The Biological Sciences Curriculum Study (BSCS) was organized in 1958 by the Education Committee of American Institute of the Biological Sciences to find methods to improve biological education in the United States.
A well-known and widely adopted curriculum and many teaching materials for high school biology were developed by Joseph Schwab and his team of the BSCS in the 1960s then.
Actually, the BSSC is a strong inquiry-oriented laboratory approach which allows students to test hypothesis, collect and organize data, and make inferences.
“The essence, then, of a teaching of science as inquiry, would be to show some of the conclusions of science in the framework of the way they arise and are tested”. (Schwab, 1963, P.40).
2 emphases of the BSCS:
1. Human behavior in the ecology of earth.
2. Scientific investigation.
* where students are always “invited” (encouraged) to participate in the process.
Techniques of the BSCS to teach science as inquiry:
1. Use statements that express the tentative nature of science.
e.g.. “we do not know,”
“it is not certain how this happens,”
pointing out that theories may be replaced by others as tine goes by.
2. Use “narrative of inquiry”.
history of major ideas in biology and the course of the inquiry in that area are described and followed step by step.
it is used to replace “a rhetoric of conclusions”, the phrase used by Joseph Schwab to describe what the conventional high school text does - just listing out a series of unqualified, positive statements about science without mentioning the process of obtaining them, which gives a false and misleading picture of the nature of science to the students.
3. Arrange laboratory work to induce students to investigate problems.
not just to illustrate the text, but let
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