Preparing High School Students for the Interdisciplinary Nature of Modern Biology

Fostering interdisciplinary learning in biology will require significant changes in the way we teach science to K–12 students. The perspective on interdisciplinary biology teaching and learning in this essay is based on my experiences as a former research cell biologist, high school science teacher, and developer of secondary science curricula and teacher professional development programs used in a variety of school districts nationwide. I currently direct the Science Education for Public Understanding Program (SEPUP), a secondary science curriculum project within the Center for Curriculum Development and Implementation at University of California– Berkeley’s Lawrence Hall of Science. We develop science modules and courses that use inquiry approaches to teaching and learning and include a strong focus on the relationship between science and health and environmental issues relevant to students’ lives. Lawrence Hall of Science curricula are developed with the input of scientists and field-tested by teachers at national sites who teach the curricula in their classrooms and provide detailed feedback. On the basis of these experiences, I am enthusiastic about the importance of preparing students for the interdisciplinary nature of modern biology, yet concerned about the challenges faced by teachers and school districts as they move toward a modern curriculum. Transforming interdisciplinary biology teaching at the secondary level must include changes in curriculum, instruction, assessments, and teacher professional development in order to support teaching for conceptual understanding and for making cross-disciplinary connections. To prepare students for the nature of modern biology, biology educators must provide them with frequent opportunities to engage in studying