KAIMOSI FRIENDS UNIVERSITY COLLEGE
(A CONSTITUENT COLLEGE OF MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY
ACADEMIC YEAR 2020/2021
FIRST SEMESTER COURSE OUTLINE
ESM 321 BIOLOGY EDUCATION (3 UNITS)
LECTURER: SONGOK RUTH
1.0 INTRODUCTION
This course focuses on the evolution of biology in the wider discipline of Science.
Specifically the course introduces the teacher trainees to the strategies and
techniques of teaching biology in secondary schools and lays the foundation for
the subsequent practical session during school practice.
2.0 OBJECTIVES OF THE COURSE
By the end of the course the student trainees should be able to:
a) Develop an understanding of the place of biology in the science
discipline.
b) Identify the scientific knowledge, skills and attitudes which can
be developed through the teaching and learning of biology.
c) Design, implement and evaluate biology curriculum in
secondary schools.
d) Demonstrate an understanding of the evolution of biology
curricula in Kenya and other parts of the world.
e) Plan and teach various concepts, ideas and issues in biology
using suitable resources and strategies.
f) Identify the significance of new developments in biology for
the well-being of humankind.
3.0 DURATION
The course will last for one semester (16 weeks). It will consist of three credit
hours per week (two hours of lecture and three hours of practical work).
4.0 MODE OF INSTRUCTION
The student trainees will be taught through the following techniques: Lectures(Face tot
face and online), discussions and seminars, Projects, Field excursions, and Laboratory
experiments
5.0 ASSESSMENT
The achievement of the course objectives will be evaluated through:
Continuous assessment accounting for 30% of the total marks. This
will be done through project work, assignments and written tests.
Examination accounting for 70% of the total marks and will consist of
a three-hour written examination administered at the end of the course.
6.0 COURSE DESCRIPTION
Meaning and goals of science education; static and dynamic views of science;
Historical development of the biology syllabus in Kenya; Critical analysis of the
biology syllabus in Kenya; Methods and approaches of teaching biology at
secondary school level: Class experiments, field trips demonstrations, virtual
learning etc. Science process skills and their development through biology
teaching; Critical view of biology: recent developments in the discipline and the
welfare of humankind; Planning for biology instruction: the syllabus, schemes of
work, lesson planning, lesson notes and record of work covered; resources and
facilities for teaching biology; Botanical techniques and resource building for
biology teaching, real and virtual laboratory design and management;
Assessment and evaluation in Biology; professional growth in biology teaching.
COURSE CONTENT
1.0 THE NATURE OF SCIENCE AND SCIENCE EDUCATION
1.1 The meaning of science (static and dynamic views)
1.2 Biology as a science: Biology Education
1.3 The scientific method
1.4 Laws and theories in Biology
2.0 SECONDARY SCHOOL BIOLOGY CURRICULUM
2.1 Historical development and progress of the biology syllabus in Kenya.
2
2.2 Goals and objectives of secondary school biology in Kenya.
2.3 Content and organization of the biology syllabus in Kenya.
3.0 LEARNING IN BIOLOGY
3.1 Theories of learning and their application to the teaching of biology
3.2 Active learning in biology
4.0 INSTRUCTION IN SECONDARY SCHOOL BIOLOGY
4.1 Theories of instruction and their application to the teaching of biology.
4.2 Methods and techniques of biology teaching at secondary school level:
Experiments, demonstration, Excursions, Fieldwork, projects, simulations
and virtual learning.
4.3 A process-based approach to biology teaching: An examination of the
science process skills with special reference to the skills of observation,
recording, classifying, synthesizing, evaluation, interpretation, etc.
4.4 Planning for biology teaching: the syllabus, schemes of work, lesson
planning, lesson notes and record of work covered.
5.0 INSTRUCTIONAL RESOURCES IN BIOLOGY
5.1 Resources for teaching biology: Botanical gardens, arboreteums,
etc
5.2 Facilities for teaching biology: Microscopes, hand lenses, chemicals and
Other assorted equipment and apparatus.
5.3 Laboratory design and management
5.4. Use of ICT in biology teaching/learning.
6.0 ASSESSMENT AND EVALUATION IN BIOLOGY
6.1 Meaning of evaluation and assessment
6.2 Text construction in biology
6.3 Progress records and profiles in biology
6.4 National examinations in biology
7.0 PROFESSIONAL GROWTH IN BIOLOGY
7.1 Recent developments in the discipline and the welfare of mankind:
Internet and networking.
7.2 Professional growth after college: membership in subject panels, biology
teacher associations, biology journals, etc.
3
REFERENCES
1. Raven, P.H and Johnson, G.B (1988) Understanding Biology St. Louis:
Times Mirror/mosby college publishing.
2. Toole, G and Toole, S. (2000) A – Level Biology Study Guide London: Letts
Educational.
3. Roberts, MBV (1988) Biology: A functional Approach. Cheltenham: Nelson
4. Dawson, B and Honeysett, I (2001) Revise GCSE Biology, London: Letts
Educational
5. KIE Secondary Biology and Biological sciences Books 1,2,3 and 4 pupils and
Teachers’ books.
6. Sequeira, L (2004) Certificate Biology, (pupils and Teachers Books 1,2,3 and
4).
7. Wilke, A.O (1996) Exploring Biology To-day : Lab manual St. Louis: Mosby.
8. Mackean, D.G (2003) Introduction to Biology (3rd Tropical Edition), London:
John Murray.
9. Martin D.J (2000) Elementary Science Methods: A Constructivist Approach,
Belmont: Wardsworth.
10. Cotter, D.J (1993) Learning Biology Today, St. Louis: Mosby
11. Gottfried,S.S (1993) Biology Today. St Louis: Mosby.
12. Tsuma, O.G.K (1998) Science Education in the African Context.
13. Hayward, G (1999) Biology for Kenya , London, Macmillan.
14. Keeton/Gould (1993) Biological science (Biological Science Text and Study
Guide).