Background Information for Teachers
Resources in this section focus on theory and historical background, but also include one link to workshops for teachers
in microbiology. Teachers often have little time to get acquainted with the context and background of much of
the content they are required to teach. We hope these resources save you time while providing you with helpful
information that fills this information gap.
This article on the nature of science discusses several events in science history and
asks how chance influenced each. The authors conclude that though many textbooks credit serendipity, the reality
is the scientists involved were probably aware of work done before them on until-then unanswered questions.
They used this previous work to inform their own work and thus were enabled to make scientific progress, not
by chance but by clever application, creativity and synthesis. These conclusions are consistent with this current
study of the germ theory of disease. MSP full record
A short video clarifies the different meanings of theory and hypothesis in science.
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This outline provides an overview of the history of the germ theory of disease. Many
of the key scientists and their work are mentioned, reinforcing the idea of how science advances by building on the
work of others until a consistent pattern, comprising a theory, can be articulated.
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This comprehensive volume covers almost all of chemical and biological science history.
Chapter VII, “Eighteenth-Century Medicine”, and
Chapter VIII, “Nineteenth-Century Medicine,” encompass development of the germ theory of disease.
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This page links to four excellent lectures. Those most relevant, lectures two and three, connect to the idea
of antibiotic resistance and new lines of germ-combat research. We suggest choosing the option that displays the
lecture and a synchronized slide show. Also, from the
Animation button on the menu across the top of the page, we recommend the first three links under Infectious Disease:
Bacterial Conjugation,
E. coli Infection Strategy, and
Intracellular Infection by Salmonella. These animations could be appropriate to show middle school students, but the
written explanations will require modification in order to avoid inundating students with unfamiliar vocabulary.
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These are professional development workshops available to middle school and high
school teachers. MSP full record
Before learning any formal science, children try to make sense of natural phenomena on their own. However,
several studies have shown that it can be difficult to convince a student to give up a long-held misconception
in favor of an accurate scientific explanation. Misconceptions can be confronted through hands-on and minds-on
activities. The strategies outlined in this article will foster a climate of inquiry within the classroom.
(Author’s Note: This article and the next three are from Science Scope, NSTA's middle school journal.
Members access them for free, others can purchase them for $4.99 each. Teachers may also be able to find
these articles for free through an online periodical service accessed through a school or local public library.)
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Many scientists and science educators contend that a structured scientific method does not exist,
while others might argue that the scientific method is too simplistic in its approach to scientific inquiry.
This article addresses the dilemmas surrounding the scientific method, and provides suggestions that will enable
you to meld the method with process skills.
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Are you thinking about ways to get your students to think about science? Inquiry learning is an excellent
way for students to get actively involved in science. Use the informative questioning cycle described in this article
to ensure that students are making progress toward learning goals.
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Are visions of students hypothesizing, designing experiments to test their explanations, analyzing data,
writing formal publications of results, and debating over scientific procedures in an attempt to justify their
control of variables dancing in your head? This dream can become a reality when you implement hypothesis-based
learning. Follow the suggestions found in this article to put your dream in motion.
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Copyright
November 2007 — The Ohio State University. This material is based upon work
supported by the National Science Foundation under Grant No. 0424671. Any
opinions, findings, and conclusions or recommendations expressed in this
material are those of the author(s) and do not necessarily reflect the views of
the National Science Foundation.
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This work is licensed under a
Creative Commons License.
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