Addressing Nature-of-Science Core Tenets with the History of Science: AN EXAMPLE WITH SICKLE-CELL ANEMIA & MALARIA.
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| Title: | Addressing Nature-of-Science Core Tenets with the History of Science: AN EXAMPLE WITH SICKLE-CELL ANEMIA & MALARIA. |
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| Authors: | Howe, Eric M.1 emhowe@assumption.edu |
| Source: | American Biology Teacher (National Association of Biology Teachers). Oct2007, Vol. 69 Issue 8, p467-472. 6p. 4 Charts, 2 Maps. |
| Subject Terms: | *Science education, *Science teachers, Sickle cell anemia, Blood diseases, Hemoglobinopathy, Erythrocytes |
| Abstract: | The article reports on the use of the history of genetics on heterozygote protection in sickle-cell anemia to help students to connect to multiple nature-of-science (NOS) tenets. Sickle-cell anemia is a recessive genetic disease that affects the proper function of the human red blood cell. The author developed an eight-lesson unit of instruction based on the history of research on sickle-cell anemia. The unit takes the approach of a "mystery disease" that students are to solve by examining evidence taken from the history of research by past scientists who were working to understand the sickle-cell phenomenon. For those students who propose the explanation of heterozygote protection, the teacher can challenge them to think of an experimental design to test their hypothesis. |
| Database: | Education Research Complete |
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| Abstract: | The article reports on the use of the history of genetics on heterozygote protection in sickle-cell anemia to help students to connect to multiple nature-of-science (NOS) tenets. Sickle-cell anemia is a recessive genetic disease that affects the proper function of the human red blood cell. The author developed an eight-lesson unit of instruction based on the history of research on sickle-cell anemia. The unit takes the approach of a "mystery disease" that students are to solve by examining evidence taken from the history of research by past scientists who were working to understand the sickle-cell phenomenon. For those students who propose the explanation of heterozygote protection, the teacher can challenge them to think of an experimental design to test their hypothesis. |
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| ISSN: | 00027685 |
| DOI: | 10.2307/4452206 |
