Transcript Interdisciplinary Teaching

Interdisciplinarity
and Curriculum design
in Biological Sciences Teaching
Prof. Silvia Díaz Llera, PhD
Department of Biological Sciences,
Bindura University of Science Education
SECOND NATIONAL SCIENCE AND MATHEMATICS TEACHERS’ CONFERENCE
20-22 August 2014, Bindura University of Science Education, Zimbabwe
TOPICS
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Some definitions and background
The problem
Aims
Analysis of the existing course outlines
What could be done
The benefits
Conclusions and Recommendations
SOME DEFINITIONS AND
BACKGROUND
Definitions
DISCIPLINE
• a subject or field of
activity, e.g. an
academic subject
• Etymologically links to
the Latin term disciplina
which means “the
instruction given to a
disciple”.
Interdisciplinarity: a literature review, Angelique
Chettiparamb, 2007, The Interdisciplinary Teaching
and Learning Group, Subject Centre for Languages,
Linguistics and Area Studies, School of Humanities,
University of Southampton, SO17 1BJ.
SUBJECT
• course of study: a branch
of learning that forms a
course of study
Definitions
DISCIPLINES are knowledge domains which include
• type of knowledge, methods and practices of
a scientific community,
• the ways in which these practices are socially
validated,
• and the ways in which they constitute definite
organisational entities that are specific to
different cultures, spaces and times.
Interdisciplinarity: a literature review, Angelique Chettiparamb, 2007, The Interdisciplinary Teaching and Learning
Group, Subject Centre for Languages, Linguistics and Area Studies, School of Humanities, University of
Southampton, SO17 1BJ.
Pharmacy Institute – Havana University
Bachelor in Pharmaceutical Sciences
Discipline: Biomedical Sciences
Total hours: 252
COURSE
Cell Biology
General Biochemistry
Human Physiology
Clinical Biochemistry
SEMESTER HOURS FINAL EXAM
5
5
6
7
48
78
96
32
Y
Y
• There are many problems in
society which cannot be fully
addressed by one scientific
discipline.
• Examples are global warming,
natural resource management
and poverty alleviation.
• In academic grounds,
interdisciplinarity typically applies
to four realms:
– knowledge,
– research,
– education,
– theory.
Nissani M. (1997) Ten Cheers for Interdisciplinarity: The Case for Interdisciplinary Knowledge and
Research, The Social Science Journal, 34 (2) 201-216.
• For instance, the outsider’s
perspective and “carrier
mobility ... is among the most
potent sources of innovation
and development within a
discipline ”.
• Mendel was a priest trained in mathematics and
natural sciences.
• Thomas Hunt Morgan was trained as an embryologist.
• Seventeen out of forty-one scientists in the phage
group (which played a decisive role in mid-century
biology) were physicists or chemists by training.
• Watson and Crick were physicists…
• Interdisciplinary teaching
is a method of instruction
that incorporates material
from more than one
discipline.
• It involves the integration or synthesis of
information from multiple disciplines to provide
insights, answers, or ideas that could not be
achieved by focusing on only one discipline.
• Interdisciplinary teaching can and does occur at
all levels of education, from primary school
through graduate school.
• The multiple disciplines involved in
interdisciplinary teaching can be integrated
through a common theme, problem to solve,
issue, topic, or process.
• The key is that a higher level of learning takes
place because of the synthesis of knowledge
from more than one discipline.
• Interdisciplinary teaching can be achieved by a
single teacher drawing from multiple disciplines
or through the coordination of more than one
teacher in a process known as team teaching.
• Interdisciplinary teaching
must be distinguished from
multidisciplinary,
transdisciplinary, and crossdisciplinary teaching.
• Interdisciplinary
• Multidisciplinary
teaching hopes to
teaching simply
generate ideas and
hopes to bring more
understandings that are than one perspective
more comprehensive
to an issue, problem,
than a single discipline
or idea.
alone generates.
• In that way, multidisciplinary teaching is additive
while interdisciplinary teaching is integrative.
As interdisciplinarity is a complicated
psychological and cognitive process, it cannot be
taught with one approach
The following steps are recommended:
• Strengthening of the library.
• Enabling a student to choose what may be best for
him/her without having to go through a process of
learning.
• Allowing students to discover things for themselves
with an integration of teaching and research.
• Incorporating a training component through
apprenticeships as a kind of vocational training.
Interdisciplinarity: a literature review, Angelique Chettiparamb, 2007, The Interdisciplinary Teaching and
Learning Group, Subject Centre for Languages, Linguistics and Area Studies, School of Humanities, University
of Southampton, SO17 1BJ.
General aims and functions of
interdisciplinary pedagogy
According to Klein (1996):
• Interdisciplinary work gets done by moving
across the vertical plane of depth and the
horizontal plane of breadth.
– Breadth indicates a comprehensive approach
based in multiple variables and perspectives.
– Depth implies competence in pertinent
disciplinary, professional, and interdisciplinary
approaches.
The problem
Considering that …
Means that …
• The increasing amount
of scientific knowledge
and information in
relation to training
time in higher
education institutions
tend to specialization
and disciplinarity.
• The rate of information
volume available is
increasing
exponentially.
• There is a contradiction
between the available
time to train a
professional and the
society exigencies.
The Cell Biology Time Line
Hardin et al., 2012. p. 5
Integration of cytology with other biological
disciplines giving modern cell biology
Integration of cytology with other biological
disciplines giving modern cell biology
Cytology
AIMS
Aims
• Analyse the integration of molecular
genetics topics and concepts in related
course syllabuses of the HBSCBZ (3
years) program.
• Propose a better arrangement of the
topics considering their integrative
development.
ANALYSIS OF THE EXISTING
COURSE OUTLINES
PART 1
Course BZH104
Cell and
Topic
Molec Biol*
2. Cell
Cell cycle
division
The cell cycle.
Mitosis.
Meiosis.
Comparisons
3. DNA, RNA,
Nucleic
2D structures
acids
structure
PART 1
BZH107
Genetics*
PART 2
BZH315
Molecular
Genetics
B. Cell
structure and
division: Cell
Cycle- Meiosis
and Mitosis
A. The Genetic
Material.
Nucleic Acid
Structure: The
DNA molecule.
Chromosome
structure:
Eukaryotic DNA
packaging.
1. Genetic
material
DNA and RNA
DNA packaging
in
chromosomes
Chromosome
structure and
function
Comments
* Core courses
Overlapping
Knowledge
about chromatin
structure during
cell cycle is
required.
Overlapping of
topics
PART 1
Course BZH104 Cell
and Molec
Topic
Biol*
Appearing
Nucleic
among the
acids
function course
objectives is
DNA
replication,
transcription
and
translation
PART 1
PART 2
BZH107
Genetics*
BZH315
Comments
Molecular Genetics * Core courses
DNA
Replication.
Gene
Expression: The
Genetic Code:
Central Dogma,
Transcription,
translation.
Mutations:
2. DNA expression
Transcription and
translation in prok.
and eukar. cells
The genetic code,
types of RNA. Post
transcriptional
processing –
Processing of
transcripts
3. DNA replication
and PCR
amplification
DNA repl. and
significance
Overlappings
WHAT COULD BE DONE
Faculty of Sciences – BUSE
Bachelor of Science Honours Degree in
Biological Sciences
Discipline: Cell and Molecular Biology
Basic Biological Sciences
Total hours: to be defined
COURSE
Biochemistry*
Cell Biology*
General Genetics*
Molecular Genetics
SEMESTER HOURS FINAL EXAM
Y
Y
Y
Y
WITHOUT BIOCHEMISTRY
PART 1
Course
Topic
PART 1
BZH104
BZH107
Cell and
Genetics*
Molecul Biol*
Nucleic acids 2. Chemistry
structure,
of cells ...
properties
Macromolecul
and functions es structure
and their
functions:
proteins,
nucleic acids
and
carbohydrates
and lipids.
PART 2
BZH315
Molecular
Genetics
1. Genetic
material.
Experiments
that
demonstrate
DNA is the
genetic material.
Nucleic acids
properties in
relation to their
chemical
composition and
structure.
Chargaff’s rules.
Comments
Horizontal
integration. In
BZH315 the
student gains
more
information
on nucleic
acids, their
properties.
PART 1
Course
Topic
(Cont.)
PART 1
BZH104
BZH107
Cell and
Genetics*
Molecul Biol*
8. Structural
basis of
cellular
information
The
organization
of DNA in
genomes
(prokaryotic
and
eukaryotic
genes). DNA
packaging.
The nucleus.
PART 2
BZH315
Molecular
Genetics
Comments
.
PART 1
Course
Topic
Nucleic acids
function
PART 1
BZH104
BZH107
Cell and
Genetics*
Molecul Biol*
5. The
endomembra
ne system and
organelles
Transmembr
transport of
RNAs and
proteins.
Endoplasmic
reticulum:
protein
synthesis
coupled with
transport.
PART 2
BZH315
Molecular
Genetics
2. Flux of
genetic
information.
DNA replication
process.
DNA
expression
Transcription.
Processing of
transcripts.
Translation:
types of RNA.
Protein synthes.
Post-transcript
processing of
proteins
Comments
Horizontal
integration.
In BZH315
students
complete the
idea that DNA
control all
cellular
functions,
from DNA
replication to
gene
expresion
Course
Topic
Cell cycle
PART 1
PART 1
PART 2
BZH104
Cell and
Molecul Biol*
Overview of the
cell cycle.
Nuclear and cell
division.
Regulation of
the cell cycle..
Apoptosis.
Sexual reprod.
Meiosis.
Genetic
variability.
Recombination
and crossing
over.
BZH107
Genetics*
BZH315
Molecular
Genetics
2. Mendelian
Genetics
Mendel’s laws.
Segregation and
independent
assortment.
Chromosomal
basis of singlegene
inheritance
patterns.
Comments
Horizontal
and vertical
integration of
BZH104 and
107.
In BZH107
the lecturer
can measure
if students
are able to
apply the
chromosomal
theory of
inheritance.
CONSIDERING BIOCHEMISTRY
PART 1-SEM1 PART 1-SEM2 PART 2-SEM1
Course
Topic
BZH104
BZH107
BZH315
Biochemistry Cell and
Genetics*
Molecular
Molecul Biol*
Genetics
Macromolec 2. Macromo1. Genetic
of the cell
lecules of the
material.
cell. Nucleic
Experiments that
acids.
demonstrate
Nucleotides.
DNA is the
DNA and RNA:
genetic material.
structure and
Nucleic acids
properties.
properties in
DNA double
relation to their
helix variants.
chemical
composition and
structure.
Chargaff’s rules.
The benefits
• To bring the Bachelor of Science Honours
Degree in Biological Sciences program closer
to the international standards.
• To raise the efficiency in the professional
formation process
• To increase the trend of solving of society
problems by the interdisciplinary approach.
CONCLUSIONS AND
RECOMMENDATIONS
Conclusions
• The course outlines of the subjects BZH104,
BZH107, BZH315 included overlapped topics.
• The syllabuses of BZH104, BZH107 and BZH315,
courses as well as the specific sciences research
fields from which they derive, can be conceived
from the interdisciplinary perspective.
• Course contents modifications that are proposed
comply horizontal and vertical integration.
• The proposed approach will not only increase
the efficiency of formation process but also the
graduate quality.
Recommendations
• The present analysis should be extended to
the entire curriculum.
• Disciplines should be established as well as
interdisciplinary relationships between them
should be recognized and developed.
• Reflection about the topics tackled in
different courses is needed to obtain
integration both in the horizontal and vertical
planes.
The role of the new science teacher
must change
• In 2000, the Commission on Teacher Education in Karlstad
University, Sweden, proposed a program to reorient and
reconstruct teacher education.
• The program was accepted by the government and
converted it into directives to the Swedish Universities.
• The teachers education program report included the
following issues:
– The roll of the future science teacher.
– Desirable qualities and competencies of the future science
teacher.
– The approach to learning and knowledge
– The new structure and organization of the future science
teacher education.
– the ways to create interdisciplinary subjects.
Mariana Hagberg, The structure and Organization of the Reformed Teacher Training Programme at Karlstad
University, Karlstad University, Sweden, p. 79 TEMPUS SEMINAR, Interdisciplinary education – challenge of 21st
century. GUIDEBOOK.
References
• Bindura University of Science Education, General Information and
Regulations, Prospectus. 2012-13.
• Brown AL. (1994) The Advancement of Learning, Educational Researcher,
23(8)4-12.
• Chettiparamb A. (2007) Interdisciplinarity: a literature review, The
Interdisciplinary Teaching and Learning Group, Subject Centre for
Languages, Linguistics and Area Studies, School of Humanities, University
of Southampton, SO17 1BJ, UK.
• De Zure, D. (1999) Interdisciplinary Teaching and Learning. Available from:
http://teaching.uchicago.edu/pod/dezure.html [accessed 26/06/2014].
• Derek Hodson (2003) Time for action: Science education for an alternative
future, International Journal of Science Education, 25(6)645-670.
• Hagberg M. (2000) The structure and organisation of the reformed teacher
training programme at Karlstad University Karlstad University, Sweden, p.
79 TEMPUS SEMINAR, Interdisciplinary education – Challenge of 21th
Century. GUIDEBOOK, Jagiellonian University.
References
• Hardin J, Bertoni G, Kleinsmith LJ. 2012 Becker’s World of the Cell. 8th
Ed. Pearson Benjamin Cummings, San Francisco, CA94111, USA.
• Interdisciplinarity. (http://teaching.uchicago.edu/pod/dezure.html).
• Interdisciplinary Teaching. Available from:
http://en.wikipedia.org/w/index.php?title=Interdisciplinary_teaching&o
ldid=458558369 [accessed 26/06/2014]
• Klein, J. T. (1996) Crossing Boundaries: Knowledge, Disciplinarities and
Interdisciplinarities. London: University Press of Virginia.
• Nissani M. (1997) Ten Cheers for Interdisciplinarity: The Case for
Interdisciplinary Knowledge and Research, The Social Science Journal, 34
(2) 201-216.
• Pharmacy and Food Institute, Bachelor in Pharmacy Curriculum Plan D,
Havana University, 2005.
• Webb, F., Smith, C., & Worsfold, K. (2011). Interdisciplinary Perspective
Toolkit. (Retrieved from the World Wide Web 26/06/2014)
http://www.griffith.edu.au/gihe/resources-support/graduate-attributes
Interdisciplinarity
and Curriculum design
in Biological Sciences Teaching
Prof. Silvia Díaz Llera, PhD
Department of Biological Sciences,
Bindura University of Science Education
SECOND NATIONAL SCIENCE AND MATHEMATICS TEACHERS’ CONFERENCE
20-22 August 2014, Bindura University of Science Education, Zimbabwe