Title: Is biology education evolving? Critiquing three cases of high school and undergraduate biology education reform
Abstract: Questions are at the heart of biological inquiry. The discipline is shaped by an endless variety of avenues for investigation and an equally diverse and creative set of methods that help justify claims about the living world. Yet, biology as taught in schools rarely reflects the structure of the discipline as carried out at the bench or in the field. This talk will compare the affordances and constraints of three cases of reform in biological education across high school and undergraduate contexts. Emerging evidence from the cases will be used to promote discussion about the frontiers of biology education in particular and science education more broadly.
Bio: Dr. Matthew Kloser is the founding director of the Center for STEM Education and an associate professor and Fellow of the Institute for Educational Initiatives at the University of Notre Dame. Dr. Kloser’s research focuses on issues of teaching, learning, and assessment in science classrooms with a special focus on biology education. His research includes experimental studies that identify affordances and constraints of learning biology from different text types, mixed methods studies focused on assessment implications for student outcomes, and the relationship between core instructional practices and student outcomes. Dr. Kloser received his M.Ed. at the University of Notre Dame and taught high school physics and math for five years prior to earning his M.S. in biology and Ph.D. in science education from Stanford University.