A DESCRIPTION OF THE CONTENT OF GENERAL BIOLOGY COURSES, INCLUDING CURRENT SOCIETAL ISSUES AS PERCEIVED BY INSTRUCTORS IN THE PUBLIC TWO-YEAR COLLEGES IN ALABAMA

The purpose of this study was to describe the content of the general biology course, including traditional topics and those that address societal issues; to identify the instructor's perceptions of the purposes for which the content is taught; to develop a profile of the biology instructors; and to determine the methods and techniques used in teaching the general biology course. This study was limited to the instructors teaching the introductory biology, principles of biology, or general biology courses in the junior colleges of Alabama.; A letter was mailed to the 21 junior college presidents requesting permission to conduct research at their institutions. Division chairpersons were asked to identify the biology instructors that taught the general biology course. Questionnaires were sent to the division chairpersons for distribution. Fifty-one of the 63 full-time instructors and 11 of the 21 part-time instructors returned the research instrument. An analysis of the response was made by using descriptive and statistical techniques.; The following conclusions were made: (1) Traditional biology topics were given major or moderate emphasis by 50% of the respondents. Molecular and cellular biology were the areas of course content most frequently identified as receiving major or moderate emphasis. (2) Less than 20% of the respondents reported teaching selected social issues. Almost all of the topics selected to be taught were for pure science. Very little consideration was given to occupational preparation or teaching for societal concern. (3) The average age of the full-time faculty was 40. The average number of graduate hours completed in biology was 40, with a major concentration in zoology. Almost all of the full-time faculty members were tenured. (4) Almost all of the instructors reported there was a need for statewide coordination of course content. Over half of the instructors reported that societal and ethical concerns were being considered as part of their general biology course, but none of these topics was given major or moderate emphasis by more than 20% of the respondents. (5) A majority of the instructors felt that teaching topics were influenced by the requirements for the transfer student.