Perestroika in High School Biology Education

Clark E. Adams
1990 The American history teacher  
A number of dissidents have advocated reform in introductory high school biology education; many published their calls for reform more than 10 years ago. Yet we continue to teach a 110-year-old curriculum in introductory high school biology (Hurd 1989). Just as perestroika (restructuring) was Gorbachev's response to an intolerable economic condition in Russia, our call for perestroika is based on an equally intolerable condition in introductory high school biology education in America that
more » ... res similar corrective measures. Beginning in the late 1970s and continuing through the last decade, many articles have addressed needed reforms in the introductory high school biology curriculum (Table 1) . This literature should be required reading for all pre-service biology teacher trainees because it reveals disturbing and persistent trends in introductory biology courses in U.S. high schools and it discusses procedures to remediate existing conditions. We will review these trends, suggest ways to make room for needed changes, and provide a conceptual framework for an alternative curriculum that: Table 2 . The conceptual framework for an alternative introductory high school biology curriculum(l). Resource Ecology Principles A. Ecosystem structure and function are based on fundamental interrelationships between biotic and abiotic components. B. Natural cycles provide a renewable supply of finite resources. C. Ecosystem stability is measured in terms of species diversity. D. The rate and amount of energy flow into, through and out of ecosystems is the functional component that determines the present and future survival of plant and animal populations. Management versus Conservation Principles A. Management is the application of ecological knowledge and technical skills to populations of animals and their plant and animal associates in a manner that attempts to strike a balance between the needs of those populations and the needs of people. B. Conservation is the application of ecological knowledge and technical skills to protect, preserve, or extend the benefits of natural resources. Management and Conservation Principles Applied to Resource Ecology A. Each environment has characteristic life forms adapted to specific niches. B. The interdependence between plants and animals maintains the structural and functional components of ecological systems. C. Change is inevitable in ecological systems but human activities affect the rate and direction of change. D. Successful genetic adaptations of plant and animal populations to their environment can be measured in terms of survival and reproductive rates. E. Limiting factors such as disease, food and water availability, climatic conditions, pollution and predation control the numbers of plants and animals within a habitat. F. The total number of plants and animals that can be supported represents the carrying capacity of a given habitat. G. The philosophies, objectives and practices of management are sometimes incompatible with those of conservation, leading to confficts and tradeoffs. H. Endangered or threatened species result primarily from ecological changes and an inability to adapt or adjust to these changes. I. Management of one species will affect other species in a community. J. Regulations are necessary for management and conservation but a poor substitute for provision of good habitat. K. Management and conservation strategies involve both biological and socio-political considerations. 4. Management and Conservation Techniques Applied to Resource Ecology A. Information, education and regulations are required to transfer management and conservation objectives and philosophies to the public. B. Inventory, damage control, regulated harvest, habitat management, stocking, artificial propagation, transplanting and direct manipulation are the standard techniques applied to plant and animal populations. C. Acquisition, protection, improvement and restoration of habitat are considered the most beneficial long-range management and conservation techniques. 5. Societal Considerations Applied to Resource Ecology A. Longitudinal studies of human attitudes, activities and knowledge regarding natural resources are an absolute requirement in the management and conservation of natural resources. B. State and federal governments have different levels and types of jurisdictions over natural resources, resulting in controversy over their respective responsibilities for specific species. C. Private ownership of land and water resources in the United States does not secure ownership of associated plant and animal resources. D. Private organizations, industry and individual citizens also are involved in the management and conservation of natural resources. E. Federal, state and private agencies employ persons with a variety of scientific training and vocational skills to conduct educational programs or research dealing with the management or conservation of plant and animal resources. F. Societal attitudes toward natural resources are affected by the information provided in books, television, movies and magazines. G. The public becomes involved in the management and conservation process through direct participation in the political process or through local, state, national, or international organizations. H. Management and conservation programs and policies are developed through political, social, economic and scientific processes. I. Financial support for management and conservation programs comes largely from user groups and not from the general public. Societal Impacts Applied to Resource Ecology A. Human intervention in the environment continues to change plant and animal distribution, diversity and abundance. B. Human populations, technologies and associated habitat losses are accelerating at a rate at which plant and animal resources are becoming threatened, endangered and extinct. C. Urbanization separates people from direct contact with the natural world and affects their attitudes and activities toward natural resources and the environment. D. Public interest in and concern for natural resources and the environment continue to grow. E. Nonconsumptive public use of plant and animal resources is increasing, whereas consumptive use is decreasing. F. There is a growing concern that funding for management and conservation programs should come from a broader constituency than consumptive groups. G. Commercial sale of animals and animal products is controversial and has worldwide implications. H. Placing an economic value on some plant and animal resources is often difficult and variable. I. Responsible environmental actions are the obligation of all levels of society, starting with the individual.
doi:10.2307/4449154 fatcat:qntlbvnvczd47csoxhsqgrbsau