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Setting the stage: developmental biology in pre-college classrooms
Sandra Borland1, Karen Crawford, Victoria Brand
1Indiana University Axolotl Colony, Bloomington, Indiana 47405, USA. sjborlan@indiana.edu
The International Journal of Developmental Biology
|April 23, 2003
Summary
Engaging young students in science is achievable using dynamic living materials like amphibian embryos and larvae. These easily observable subjects foster scientific interest and intellectual growth through inquiry-based learning.
Area of Science:
- Developmental Biology
- Science Education
Background:
- Dynamic living materials effectively engage young students in science.
- Developing embryos and larvae are ideal for hands-on science education due to their accessibility and observable changes.
Purpose of the Study:
- To explore the use of amphibian embryos and larvae in inquiry-based science education.
- To demonstrate how dynamic biological models can enhance student engagement and intellectual development.
Main Methods:
- Utilizing amphibian embryos and larvae for classroom observation and study.
- Designing inquiry-based exercises and discussion sessions focused on developmental processes.
- Leveraging the easily observable morphological changes in amphibian development.
Main Results:
- Amphibian embryos and larvae capture children's attention due to their profound and easily observed changes.
- Inquiry-based exercises with living materials successfully integrate high intellectual content.
- These activities have the potential to increase interest in science and improve science literacy.
Conclusions:
- Amphibian embryos and larvae are valuable tools for science education, promoting engagement and learning.
- Inquiry-based approaches using dynamic biological models have significant long-term benefits for students and teachers.
- Encouraging participation of developmental biologists in educational outreach is recommended.