ABSTRACT

In this concluding chapter, we make two main suggestions about the directions that teaching biology in schools ought to take, based on our own reading of the chapters in the present book. The first is that teachers ought to acquire the habit of beginning, and learn how to begin, each biology course with a documentation of their students’ preconceptions. The second suggestion is that a significant portion of each biology course ought to be devoted to reflections about how science is undertaken, the features of scientific knowledge and its implications for our lives.