Enrichments in Biology

Abstract

Biology teachers are concerned with behavioral objectives and behavioral changes resulting from the learning situation. Philosophically, a good program results in positive behavioral changes and involves the student in a purposeful manner. The Biological Science Curriculum Study program included a laboratory situation which was to result in behavioral changes in students. Each student became a laboratory investigator in an inquiry oriented situation. This was a positive behavioral change and an improvement for the science of biology. Must biology teaching innovations be contained at this stage, or can new materials be used during activities which may produce desirable behavioral changes in biology students? Should the high school students with interest in biology be held back and restricted to only the laboratory and text book work? Is it justifiable to restrict our students in this manner? Students with a keen interest and ability in biology must have the opportunity for activities beyond the required material of a course. Increase in student interest usually follows the establishment of an system in which the students have personal choice of work and activities. A sudden upsurge of student interest may be followed by even deeper probing into biology as students seek answers to questions. Eventually the probing students reach a point where they must turn to the laboratory to test and solve problems. Thus, students have functioned as true scientists during laboratory investigation. This is the highest level of behavior biology educators expect from the students today. Behavioral changes may be brought about by student exposure to material and activities which increase knowledge and stimulate curiosity. The materials themselves and interaction with them may trigger insight and result in behavioral changes. Thus, activities may result in curiosity and knowledge increase which lead to laboratory investigation and perhaps behavioral changes in the student. Biologists across our nation seek to increase such student endeavors. How can each classroom teacher help students in this realm? In the present day with increasing audio-visual and published materials in the field of biology, it seems unwise to prevent students adequate classroom use of these learning devices and materials. Use of these materials in the classroom may be considered enrichment studies. The student may use study aids in the classroom whenever he desires to go beyond the required work. Enrichment studies broaden the student's horizons in specific and general areas of study by allowing the learner a personal pursuit in biology by choice. Each student may pursue his interests during class, before or after school, and at home. Enrichment studies expand the curriculum; the textbook and laboratory are no longer the entire biology offering for the interested student. Every biology classroom can be an center for students. Enrichment studies need not be restricted to the biology classroom because life is not so restricted. Students may conduct studies at home. Newspapers, magazines, and television in the home are excellent sources of biology enrichments. These activities allow the student to develop curiosity during his leisure time in the home. Enrichment studies may include observations on field trips to museums, field work in a vacant lot, and even