Diverse Origins, Modern Complexity, and Ecology in the Secondary Biology Curriculum

1. Diverse Origins, Modern Complexity, and Ecology in the Secondary Biology Curriculum evanchadwick 8.23.2010

2. Early Origins of Ecological Thinking and Practice • The early origins of ecological thinking are the quintessential product of a period of extraordinary innovation and broad synthesis in the scientific disciplines. (~mid 19th-early 20th c) • Major discoveries of 19th c reflect emerging ecological approach to biological questions (e.g. Darwinian evolution, Pasteur’s germ theory of disease.) • Ernst Haeckel coins term “ecology” in 1866, defined as “the science of relations between organisms and their environment.” Etymological origins in Gk. for “home” and “household economy.” • Many scientists in late 19th c seek to blend aspects of geography, natural history, physical sci., medical sci., anthropology with new methodologies inspired by Newtonian science, logico-mathematical tools, and heuristic devices. • Pioneers of ecology take holistic, interdisciplinary approaches (“allied science,” “terrestrial physics,” “scientific natural history,” “biogeography”) which challenge established scientific assumptions and disciplinary distinctions.

3. Implications of Early Ecology for Institutionalization/Integration in Secondary Curriculum • Diverse origins of ecology did not cohere into established biological sub-discipline until early 20th c. • Holistic/pluralistic nature of ecological principles resists easy definition, representation, summation, institutionalization. • Fundamentally synthetic discipline, but increased legitimization and specialization -> increased diversification and heterogeneity -> can obscure historical roots of modern insights and prevent new synthesis. • Development of new ecological paradigms follows gradual model of progressive reformulation and refining of theories to account for new data and observations (vs. radical, wholesale overthrow of established dogma as seen in physical sciences) • Ecological insights carry serious moral and ethical implications for the role humans play in the living environment and organic communities.

4. Biology Curriculum in the 20th Century • Biology as formal academic subject in American schools <100 years old. In 1900, curriculum still defined by “3 R’s” and knowledge of natural science came from individual experience outside classroom. • Emerged as established subject by ~late ‘20s, shaped by Progressive Era policies, rapid expansion of high schools, and “scientific” curriculum development. • Early texts provide a streamlined/simplified survey of19th c topics, including taxonomy, anatomy and physiology, and microbiology. • Early texts vary greatly in coverage of more complex/controversial topics, such as evolution, reproduction, and public health. Some early texts boldly affirm Darwin’s theories, while most take a cautious and limited approach to such topics.

5. Dramatic and Lasting Impact of Scopes Trial • Post-war politics and growing religious fundamentalism -> Scopes “Monkey” Trial (1925) • Guilty of teaching proscribed topic despite teaching from state-approved textbook -> immediate and long-term chilling/sanitizing effect on biology texts/instruction. • By 1929, word “evolution” purged from commercially successful high school texts, coverage of Darwin’s contributions and other controversial topics drastically reduced. • In 1940, most high school teachers didn’t cover evolution, texts remained simplistic and sanitized. • No substantial changes until late 50’s-60’s.

6. The BSCS and the “new biology” of the 1960’s • Decline in high school enrollment after 1940 and ascendant Cold War mentality raises popular concern over economic and national defense implications of outdated science education. • Growing criticism of the biology curriculum comes from social reformers (demand that instruction must address pressing social and environmental problems) and from scientific community (ridicule secondary curriculum as reflecting century-old biology and as woefully inadequate in preparing new scientists.) • 1958-NSF generously funds Biology Sciences Curriculum Study (BSCS.) Scientists and teachers collaborate to develop “new biology” curriculum to reflect modern knowledge and expectations. • BSCS focuses efforts on high school biology. At the time, roughly ¾ of students take biology in 10th year as their last formal educational experience in the sciences.

7. The BSCS Recommendations and Their Ambiguous Legacy • The BSCS identifies several priorities for the new curriculum: • 1. Fundamental role of inquiry, in scientific sense (students participate in authentic methodological scientific inquiry) and pedagogical sense (classroom experience is learner-centered and encourages creativity and curiosity.) • 2. Expanded and meaningfully integrated lab and field experiences for students to investigate real organic phenomena. • 3. Reorganize subject matter around fundamental themes and principles which undergird the totality of biological knowledge, rather than the outmoded organization around traditional, taxonomic distinctions. • 4. Increased “relevancy,” a pedagogical buzzword at the time which BSCS took to mean that high school biology should emphasize student interests, clearly relate to students own lives, and bear upon social and career issues beyond secondary school. • Extent to which these recommendations were implemented, and long term efficacy, widely questioned. Most visible result is substantial increase in lab facilities and lab components of curriculum. Also increased coverage of evolution and genetics in texts.

8. 1980s: Unlikely Optimism for Progressive High School Biology Reform in the Reagan Years • Environmental disasters of ’60s-’70s (e.g. Cuyahoga River, Love Canal) receive international attention, elevate public awareness of ecol./envi. problems, and -> sweeping political reforms (e.g. Clean Water Act, Clean Air Act, polluter-pays laws.) • 1983-Nation at Risk-much reviled “archconservative” document includes surprisingly liberal biology recommendations, including open engagement of “social and environmental implications.” • Experts herald “new decade” of secondary bio. education, built on the back of the lofty BSCS goals. • Revised goals include: incorporating the latest biological findings and research in the curriculum, accurate representation of current thinking in bio-social context, and honest coverage of moral/ethical dimensions of scientific progress.

9. So…What Can Be Said About the Role of Ecology in the Unfolding High School Biology Curriculum? • This historical review of the America biology curriculum offers little direct evidence of the way ecology has been treated in 20th c education, but allows for several inferences: • 1. The expansion of ecological knowledge has been a gradual process of synthesis, reformulation, and refinement of complex models and concepts, not much older than American secondary schools, or bio. Instruction therein. SO recent origins of ecology and lagging efforts to modernize curriculum may mean that current, dramatic shifts towards more ecologically focused instruction are a simple and predictable historical process of institutionalizing new knowledge. • 2. The Interdisciplinary pluralism characteristic of ecology may be a substantial barrier to integrating ecological insights into established disciplines OR this fundamental conceptual diversity may contribute to inadvertent/piecemeal incorporation of particular ecological ideas in a range of subjects beyond biology (e.g. earth science, history, anthropology, health) • 3. Controversial ecological topics with unavoidable ethical and moral dimensions may inspire resistance to exposing students to such concepts OR increased popular awareness of complex and severe effects of human activity on the environment and natural systems may fuel popular demand for improved ecological instruction.

10. Ecology Education in the 21st c: Always Evolving • *disclaimer* I haven’t sufficiently read the resources I plan to use for this final section, so this is a rough summary of how I expect to end: • Ecology is a consistent/central issue in current debates on: science curriculum at all levels, social justice issues and multicultural education, the role of scientists/politicians/ecologically-literate citizens in a sustainable democratic society, groundbreaking pedagogical theory, and future economic opportunities. • Social interest groups focus on how ecol. instruction can be reoriented to encourage diverse students to pursue post-secondary ecological opportunities (e.g. role of women, students of color.) • Environmental interests emphasize how ecological education can reinforce meaningful participation in environmental stewardship and sustainable planning (e.g. local watershed management as interdisciplinary model.) • Educational theorists have advanced an “ecological” theory of learning, which holds that all levels of organic organization comprise an interrelated thinking system, in which the evolution of single-celled organisms and the intellectual advancement of modern humans are both part of a complex learning system.