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Human Ecology: a Perspective for Biology Education DOCUMENT RESUME ED 260 336 SE 045 976 AUTHOR Bybee, Rodger W. TITLE Human Ecology: A Perspective for Biology Education. Monograph Series II. INSTITUTION National. Association of Biology Teachers, Washington, D.C. REPORT NO ISBN-0-941212-04-1 PUS DATE 84 NOTE 64p. AVAILABLE FROMNational Association of Biology Teachers, 11250Roger Bacon Dr. #19, Reston, VA 22090 ($10.00 members, $12.00 non-members). PUB TYPE Reports - Descriptive (141) -- Guides General (050) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Biology; Curriculum Development; *Ecology; *Environmental Education; Program Descriptions; *Science Activities; Science Education; Science Instruction; *Science Programs; Secondary Education; *Secondary School Science; Surveys; Teaching Methods IDENTIFIERS *Human Ecology; Science Education Research ABSTRACT This monograph provides a framework for biology teachers who are rethinking and redesigning theirprograms. The major focus is on the human ecology perspective in biologyprograms. The first chapter attempts to define and clarifyhuman ecology through historical review. The second chapter providessupport, based on a survey of citizens (scientists, engineers, general public, and students), for including human ecology in biologyeducation. Policies for programs and practices are outlined in the thirdchapter. A conceptual framework for a human ecological perspective inbiology education is included. The framework provides (intable format) a list of topics with related concepts and teachingexamples. The fourth and fifth chapters are both the major portioa andthe most practical components of the monograph. An exclusive revieuof curriculum materials is provided in the fourthchapter. These materials, from 16 publishers, include suchprograms as "The Human Sciences Program," "Energy, Resources, and Environment,"and "Health Activities Project (HAP)." Each curriculum reviewincludes the following: (1) program director/publisher; (2)program objectives and a description; (3) methods of instruction; (4) specific subjecti, grade, age, and ability levels; (5) materials offered; (6)program implementation; and (7) teacher preparation. Thefifth chapter consists of seven teaching/learning activities focusingcn population growth, age structure of population, air qualityand automobiles, thermal pollution, vegetations and soils, supplyand &nand of resources, and a tragedy of the commons (communal pasture). Each activity includes background information, objectives/concepts fostered, and recommended instructional strategies. (JN) Human Ecology: A Perspective For Biology Education Monograph Series II U S DEPARTMENT DF EDUCATION NATIONAL INSTITUTE OF EDUCATION RESO, !RC(.NFORM.11:0t J t ENTER ),0 e e t tAPn frvfolj,edJ. oh.0,4,d 400n04. n yt0m10.4 %I , nI.4e% t 0,110N., npeo, rpol.1. r.r Ty P0 00 ., ..,e4to1.0,t,s do,0 "et`etr ^0? ".' y.I, r,ef ",' 'PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY 8T cr -Mytco. z" Wert11 TO THE EDUCATIONAL RESOI'RCES INFORMATION CENTER (ERIC) Rodger W. Bybee Human Ecology: A Perspective for Biology Education Monograph Series II Rodger W. Bybee Carleton College Northfield, Minnesota National Association of Biology Teachers 1984 Library of Congress Cataloging in Publication Data Bybee, Rodger. W. Human ecology. (Monograph series ; 2) Bibliography: p. 1. Human ecologyStudy and teachingUnited States. I. Title.II. Series: Monograph series (National Association of Biology Teachers) ; 2. GF27.B91984 304.2'07'1 84-29595 ISBN 0-941212-04-1 Copyright © 1984 by the National Association of Biology Teachers. No part of this book may be reproduced by any mechanical, photographic, or electronic process, or in the form of a photographic recording, nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use, without written permis- sion of the publisher (11250 Roger Bacon Dr. #19, Reston, VA 22090). Printed in the United States of America Human Ecology: A Perspective for Biology Education Monograph Series II 5 Contents Preface 6 A Personal Perspective 7 A Survey of Global Problems and Public Education 13 Policies for Biology Education 20 A Curriculum Review . Acti% sties for biology T.tachers 42 About the Author 63 6 5 Preface Reports have been written and recommendations have been made for the reform of American education. The last decades of this century promise to be .1 period of substantial change in education. While there have been suggestions that ultimately influence every aspect of the educational system, they have been broad more time on task, improved programs, effective instruction, and the goal of excellence. In the midst of the rhetoric there is a need for some concrete suggestions. Human Ecology. A Perspective for Biology Educationis a concrete contribution for biology teachers who are rethinking and redesigning their programs. There are many perspectives that might be taken in the dev elopmeni. of new biology education programs. Human ecology is one. It is, I believe, a very crucial perspective congruent with long standing aims vi educa- tion and especially important at this time in history. This monograph moves from awareness to action relative to a human ecology perspective in biology programs. The first chapter attempts to define and clarify human ecology through ,,istorical revie' v. The second chapter provides support, based on a survey of citizens, for including human eccogy in biology education. Policies for programs and practices are outlined in the third chapter T1-e r,nal chapters are both the major portion and the most practical components of the book. One chapter is an exclusive review of curriculum materials and the ether is a set of activities for biology teachers. Human Ecology. A Perspective for Biology Education grew out of interest in the September 1984issue of the American Biology Teacher The theme for this issue was human ecology, and it is recommended as a complement to this monograph. I wish to acknowledge Carleton College's Science, Technology and Public Policy Program, the Alfred P. Sloan Foundation, and the National Association of Biology Teachers for support of this project. There are sev- eral individuals who desene special recognition for their work on various aspects of this publication. Nancy Gustafson, Eric Johnson, Vicki Miller, Cyndy Rosso and all the students in courses on "Science, Technology and Public Education." Rodger W. Bybee October, 1984 6 7 A Personal Perspective !his essas is a personal perspectise ot human hip that is biota rather than cultural This biotic ecologyI have tried to answer three basic ques- social order comes into existence and is maintained by competitionIn plant and animal societies com- tionsWhat is human ecology' Is human ecology petition is unrestricted by an institutional or moral important' .Nnd, assuming that Itis important, sshs order Human society is a consequence and effect set is it important at this tome in histors' this limitation of the 51, mbloth. social older by the sal rural Different social sciences are concerned with the Early Perspectives in Human E«,logv forms %shah this Imitation of the natural or ecologi- cal social order assumes on (1) the economic, (2) the Charles Darwin (1809-1882) and es olutionars biol- political, and (3) the moral les el (p 1) ogy provided the intellectual origins 01 Isunsan ecol- The summary reveals Park's biological and so- ogy. The appearance of On the Orrgni c t Species ciological orientation. [he central organizing concept established the relationship between organisms and is competition, a restatement of Darwin's idea of environments 'n their natural selection of trams hat "the struggle for existence For Park, human soci- enhance the o.eanisms' ability to sums,: and r t,ro- eta' was organized on two levels. the biotic, based on duce 1111. ins are included in this ongoing biolog- competitive cooperation, and the cultural. based on ical dyt.aaa.c Also, during the late 1800s the Gor- commun. -anon and consensus. The biotic level in- man bisaicgist, Ernst Haeckel (1834-1919), t,rst identi- fluenced human adjustments and spatial distribu- fied ecology as a separate held of study in his 1869 tions of populations. Human ecology studied the text, General :,,lorphdloNu of OrganismsI suggest that processes that maintained and ch-nged the biotic Darwin's theory and the emergence 01 ecology as a balance and social equilibrium. held 01 study in late 19th and early 20th century R.D. Mckenzie broadened the scope of human established the mita! perspectives 'or human ecolo- c.raogy tc, be even more distinctly sociological. For gy While the biologists were developing the basic McKenzie, human ecology was concerned with the concepts or ecology they Usti Illy implicit's included spatial grouping and sustenance relations of humans hum.-.r.:a ssitho,ut evils:ads developing a human occupying a geographical area. The interaction of sa.ology'molos,sts, bound by their discipline, hate humans around space and sustenance resulted in been :osx to recognize humans in their study (ex- sociological changes in the population, such as mo- cept perhaps in genetics, anatomy, and physiology) bility, employment, segregation, and dispersion. I Tne primary contribution of biology was the intellec- quote a summary from one ot McKenzie's early arti- tual birth of ecology and the early developmeo and cles on "The Scope of Human Ecology." synthesis of a conceptual foundation (Young 1974) The early developers o, human esologv as a disci- Human ecology concerns
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