Reflection on using blogs in the senior biology classroom

Web 2.0


Blogs come under the 'umbrella' of web 2.0 technology, which is defined as an interactive read/write medium . Conceptually, Web 2.0 embodies knowledge as a collective agreement that may combine facts with other dimensions of human experience such as: values, attitudes, beliefs and opinions. This differs from how the web was traditionally conceptualised as simply a 'storage unit' of facts and information where recipients are deemed as gatherers rather than producers of knowledge.

Why use blogs?

Todays school generation,  "the digital generation" are more sophisticated users of digitial technologies than the older generations. A study by Greenhow et al (2009), found that 55% of teenagers spent an average of 9 hours/week on Web 2.0 technologies such as social networking sites. Due to the amount of time spent on the computer by teens, an opportunity is presented for teachers to prescribe  learning activity tasks in their medium of choice. For example by incorporating the use of blogs for biology homework, social interaction would lead to increased task engagement  thus better learning outcomes. Students would be less inclined to view homework as a chore .

Students are frequently creative, interactive and media oriented and have Web 2.0 technologies literally at their fingertips. DeGenarro (2008) found that according to students they would be more engaged and motivated to learn in the classroom if blogs were an integral part of their education. All students are able to contribute to discussions on scientific ideas/concepts, even if they are too shy to speak up in the class.

Although this type of technology provides numerous benefits for young people it also has a much 'darker side' as this technology can be used to harm others. Cyber bullying has become the new form of bullying, emotionally harming certain individuals. As it is an open forum there are possibilities for some who take this as opportunity to abuse this type of technology. So it is vital for the teachers to be able to keep a close eye on their students. (Kowalski, 2007).


In conclusion, blogs can be used as an intrinsic motivation to encourage students to contribute to biological ideas and concepts. Rather than being passive listeners, obtaining knowledge through facts and information given by the teachers students can be active learners by contributing their perspectives about a certain topic. Most students want their opinion heard but for various reasons some do not contribute to discussion in class . Blogs give them the opportunity to do so.  However, the major disadvantage of this technology is that it provides an avenue for peer harassment to take place. Vigilance is  paramount to ensure that effective policies are in place to prevent this from happening.



References


DeGenarro, D (2008), Learning designs: An analysis of youth initiated technology use, Journal of Research on Technology in Education 41 (1):1-20


Greenhow, G, Robelia, B, Hughes, J.E (2009), Web 2.0 and Classroom Research: What Path Should We take now?, Educational Researcher 38 (4):246-259


Kowalski, R.M, Limber, S, Agaston, P (2007), Cyber Bullying: Bullying in the Digital Age, Blackwell, Massachussetts, US

Week 10

Module 9.7: Biotechnology


Question: Describe at two potential benefits and controversies in relation to the application of GM (genetically modified) products. (4 marks)

Outcome H7: analyses the impact of natural and human processes on biodiversity


Marking Guidelines: 
-identifies TWO benefits & TWO controversies AND
-provides features of EACH of the identified benefits and controversies (4 marks)


-identifies TWO benefits and TWO controversies AND
-does NOT provide features for ALL benefits and controversies identified (3 marks)


 TWO benefits & TWO controversies are identified (2 marks)


ONE benefit & ONE controversy OR  TWO benefits/TWO controversies (1 marks)


ONE benefit OR ONE controversy (0 marks)


Sample Answer:
Potential benefits include: improved resistance to disease, pests and herbicides, increased quantity of food (greater food security for growing populations) and increase in quality of food (e.g. greater nutritional benefits).
 Potential controversies relates to safety (potential for adverse reactions in humans to the transgene in GM products. e.g allergic reactions), ethics (tampering with nature by mixing genes across species) and loss of biodiversity (genetically identical plants and animals).


Difficulty of Question: Band 4 Question to obtain full marks.


References: 


CSIRO (2010), Ethics of Biotechnology, Retrieved from http://www.biotechnologyonlin.gov.au/biotec/ethics.html on 7/10/2011


Human Genome Project Information (November 5, 2008), Genetically Modified Foods & Organisms, Retrieved from http://www.ornl.gov/sci/techresources/Human_Genome/elsi/gmfood.shtml on 7/10/2011


NSW Board of Studies (2009), Biology: Stage 6 Syllabus, Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl-from2010.pdf on 7/10/2011

Using web resources for practical activities

Module 9.5.2 (Communication)


Plan , choose equipment or resources and perform a first hand investigation of a mammalian eye to gather first hand data to relate structures to function.


1st web resource: Cow's Eye Dissection (Exploratorium: The Museum of science, art and human perception) http://www.exploratorium.edu/learning_studio/cow_eye/doit.html


This website features a video where an"Exploratorium" professional expertly dissects  a cow's eye.
Step-by-step instructions are succinct and easy to follow.
  Links are also provided  for further information.
 One of the site's links is  PETAKIDS which presents an ethical argument against dissections.

PDF 

A  diagram of the eye and its components is presented prior to undertaking the dissection.
Each section of the investigation is clearly headed. e.g. " Here's what you need" and "Here's what to do". The methodology section has sharp visual aids to back up the textual material. Textual material is straight to the point.It is student-friendly as instructions aren't long-winded and daunting to read .
 Safe work procedures are  present throughout the methodology. Hazards are clearly identified and prevention strategies outlined. Once the investigation is over,there are simple steps to dispose of waste materials .
A good glossary is also included relating each structure in the eye with the function it performs.

Video Tutorial (7 min 57 secs)


The demonstrator has undertaken this procedure 4times a week for 3 years . Therefore, students should be able to follow the  procedure correctly. Visual prompts are presented throughout the demonstration,along with precise  explanations on the function of each part of the eye.
 The video will be good for all learners to observe how to undertake this investigation

2nd web resource: http://jbworld.jbs.st-louis.mo.us/science/resources/skeleton/eye/eyetitle.html


Each step of the procedure was provided with a visual aid  clearly labelling each part of the eye with connecting arrows. For example, the step that involved cutting around the sclera showed  exactly where to cut. However the textual explanations did not reveal similar clarity as these were too long-winded.Where were guidelines on how  to undertake the investigation. Was it to be done individually, in groups?    Neither safety procedures nor the disposal of  waste material were incorporated in the investigation.
 I  tried to google the author of the web page, but alas to no avail.

Evaluating a web site

The Search for Better health


Gather, process and analyse information from secondary sources to describe ways in which drinking water can be treated and use available evidence to explain how these methods reduce the risk of infection from pathogens


Web site: http://www.health.nsw.gov.au/publichealth/environment/water/nswhrp_microbiological.asp


UC Berkeley (2010), Evaluating Web Pages: Techniques to Apply and Questions to Ask, Retrieved on 1 September, 2011 from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html



1. The site is run by a government organisation (NSW Health) and you can tell this by the 'gov' within the URL

2. The website provides contact information including address, phone number, and email. The web page is also continually updated.

3. The page provides links to a number of sources e.g. Sydney Water & Hunter Water (sydneywater.com.au and hunterwater.com.au)

4. I 'pasted' the URL address into alexa.com to find if other web pages link to the evaluated page. I found that 20 292 sites were linked to web site.

5. The web site provides objective information regarding ways in which drinking water can be treated if it becomes contaminated.

Is it valid?
It does answer the question from the column 3 dot point from the module.

Is it reliable?
Information from various indicate that the information provided in the web site is reliable.

Formative Assessment

Formative Assessment


Identifying and responding to the students learning needs. Teachers make 'frequent' interactive assessments of student understanding. This enables teachers to adjust their teaching strategies to accommodate to the various learning styles of students in the class. Students are also actively involved in the process, helping them to develop certain skills to benefit them to learn better.

Implementing FA into the classroom

Module 9.3: Blueprint of Life

Statement: 'Cloning' is the most beneficial means to reproduce

Four corners: Agree/strongly Agree; Disagree/Strongly Disagree: discussion between groups

Students unsure: Stay seated.

This form of formative assessment will allow the teacher to assess current progress of students in the class. The teacher can make notes as to who is having problems understanding of the concepts and can spend more time with those unsure of the concept.    

Biology Misconceptions

Biology Misconception
Students believe that the colour of veins is blue. A widely held misconception is that the colour of deoxygenated human blood, the blood returning to the heart and lungs in veins, is blue. This concept of blue blood has been illustrated in text books to distinguish arteries from veins to help students understand the concept. (ENC) Blood is either dark red (venous) or bright red (arterial), but if we were to illustrate this in textx to help teach students they could get mixed up between which blood vessel carries deoxygenated blood and which vessel carries oxygenated blood. As blue and red are complete opposites it's easier for students to understand that veins carry deoxygenated blood to the heart and lungs and arteries carry oxygenated blood away from the heart and lungs.

Another reason this is a widely held misconception is that when you look at the blood vessels in your hands, arms and legs they look blue. Therefore, why don't we bleed blue blood? That has been a question I encountered on my last practical. I was even unaware as to why it was. After that, I found that larger blood vessels that are further away from the skins surface appear to be blue because light is refracted by the skin and the vessel walls.

How to address the misconception
You can ask what colour the veins and arteries are, have a visual of the circulatory system on the board and ask students what is wrong with the picture, explain to students that the reason for colouring veins blue is a technique used to help emphasise that veins carry deoxgenated blood and arteries carry oxygenated blood, ask them if veins are blue why don't we bleed blue blood?, use other examples where refraction changes the colour of something. 

ENC-http://www.enc.org/features/focus/archive/misconceptions/document.shtm?input=FOC-003301-answers

Syllabus point

compare the structure of arteries,

capillaries and veins in relation to their

function (9.2.2)

BOS Stage 6 Support Document

This document provides a very valuable resource for teachers as it interprets the stage 6 science syllabus for teachers in a very clear and succinct manner. It also offers advice to those who are writing units of work by providing a scaffold of how the unit should be set out. The document also provides a model of what a scope and sequence as well as how an assessment schedule should be set out.

 The support document does not provide program for each unit encountered in the stage 6 syllabus, but it does offer examples from other  KLAs in the stage 6 science syllabus. For example, it does provide an example of Module 9.2 'Senior science' syllabus. However the same scaffold will be used for any of the stage 6 science courses. It will only differ in the content.

In conclusion, the document is very useful for teachers writing up units of work for their students as it 'breaks down' the syllabus so that a teacher can make sense of the Stage 6 Biology Syllabus or any other KLA in science. If I were to write up a program for Module 8.5, I would be able to determine how to write it up to incorporate all the syllabus outcomes required of the students.