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Home
> Education & Careers
> resources
> teg
> Issue 24
> TEG Issue 24: Book review: 'The antidote to self spoon-feeding?'
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Electronic TEGPublished in TEG news issue 24, Summer 1998, by the British Ecological Society. The antidote to self spoon-feeding?An approach to active learning in Biology at A level and Higher Grade which is sensible, innovative and stimulating. Review by David Slingsby Allen, R., and Greenwood, T.1999. Biology 1 Student Resource and Activity Manual . Biozone Learning Media Company (UK). Hamilton (New Zealand) pp. 356. £14.95 (Special student discount price £9.95 for orders of 5 or more). A Level and Higher Biology syllabus booklets have never been longer (and heavier) and have never been more explicit. Module specific texts have removed any remaining mystery surrounding what pupils are expected 'to know, and understand' .This demystification process is to be welcomed in a lot of ways, but, as with most progress, does it have a downside too? Are we producing a generation of students who not only expect to be spoon-fed on boil-in-the-bag predigested examination sound bites but are actually able to spoon-feed themselves? Has there been a subtle shift from pupil-centred learning to pseudo pupil-centred learning? The Advanced Biology Student Resource and Activity Manual, promoted at LifeScience 2000, offers an interesting approach to developing study skills and making A level and Highers more pupil-centred whilst remaining completely realistic about the need to prepare students well for public examinations. The book is published and printed in New Zealand but the UK edition has been meticulously researched and explicitly designed for biology syllabuses of four English A level boards (AEB, Edexcel, NEAB, OCEAC) and for the Higher Grade course. Volume 1 (reviewed here) deals with the first year of A level and part of Higher grade. A second volume deals with second year of A level and the remaining Higher Grade topics. This is not a replacement for a text book. In fact, it teaches students how to make better use of the text book they already have. Careful reference is made to commonly used texts including those written specifically for particular modular syllabuses. For each topic, resources are listed including not only specific text books, but cross references to specific syllabuses, periodical articles, internet addresses, computer software and video documentaries. The book teaches how to use the internet for specific purposes and there even a biozone web site with continually updated material. This is so refreshing alongside the usual platitudinous and patronising suggestions in so many books, seeking to claim IT credibility, 'you could always browse the web a bit about this or use a CD ROM or something' which can result in the whole class producing a copy of the same screen (often from 'Encarta') in order to say they 'used a computer' .When this publication recommends the Internet, it means business and shows how to use it properly and how to use it to study Biology. The book is designed for each student to have his or her own copy and to write in the book in the spaces provided and to use it for revision later. It is intended to be reasonably inexpensive (œ9.95 student rate) hence the lack of coloured pictures, and for each copy to be used only once. The publishers intend to update the text annually so that it will always be the most bang up-to-date study guide you can get. There are activities which occupy a single or double page. each coded to indicate level and type of activity. There is some stimulus material as part of each activity which may be simply factual or involve data response. There are then questions which require the use of resources to answer them but also provide training in answering examination questions. Sets of OHTs of the pages of the book help the teacher to go over the work afterwards. There are also pages dealing with the design of practical work although this book does not set out to be a practical manual. The need to spend œ9.95 per pupil may deter it's use although it might not be too difficult to encourage at least some pupils to buy their own. It takes pressure off the teacher and reduces the need for formal didactic teaching perhaps providing teaching time for more practical work. I would hope the pages on practical ecology would be used to support field work rather than replace it. One cannot fail to be impressed by the thoroughness and attention to detail adopted by the authors. The activities are sound rather than startlingly original and the questions are syllabus specific and sensible. If you want drama you need to look elsewhere but, of course, the book, like a Hitchhiker's Guide to the Galaxy will advise you where to look. Like all teaching aids, it is not meant to replace the teacher but rather to liberate him or her to provide interesting practicals and to inject his or her own enthusiasm. This approach is excellent and it deserves to succeed. For further informationor contact: Biozone Learning Media (UK), Telephone: (0141) 337 3355 E-mail: sales@biozone.co.uk | ||||||
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teg
Issue 27
