The TERC Life Sciences Initiative, a research and development program, is founded on the conviction that students can and should experience the life sciences as dynamic fields of inquiry whose diversity reflects the immense diversity of living systems.
We believe that life science education in primary and secondary schools should take a systems biology approach across different scales, explore a range of biological phenomena and methods of investigation, and acquaint students with both qualitative and quantitative understanding.
Moreover, in an era of accelerating biodiversity loss and climate change, our work is informed by biocomplexity studies. Students should learn to understand how ecological systems involve both human and nonhuman factors, and their own roles as participants in such systems. Students are young citizens of a society facing many critical ethical, political, and economic challenges. These can only be engaged effectively by those who understand something of the nature and dynamics of the complex, human-natural systems in which we live.
The list below includes Life Science Initiative projects grouped under three areas of research and development: Biocomplexity and Ecology; Climate Change; and Curriculum and Laboratory Design.
Biocomplexity and Ecology
Biocomplexity and the Habitable Planet —
TERC and the Institute for Ecosystem Studies are developing an innovative high school curriculum designed around the dynamics of complex and evolving coupled natural and human (CNH) systems. Materials are drawn from research at the Long-Term Ecological Research sites. More »
Biocomplexity-Transforming Innovative High School Curriculum —
This project has developed a multimedia-enhanced version of the TERC-developed Biocomplexity and the Habitable Planet (DRL-0628171) curriculum, a high school capstone science course. The Biocomplexity developers designed More »
Building Systems from Scratch —
Principal Investigators: Gilly Puttick, Eli Tucker-Raymond
Funder: The National Science Foundation
The Building Systems from Scratch project will develop and study a education program that integrates computing into middle school Earth systems science by interweaving game design and science learning. More »
Digital Content Enhancements for the Ecology Curriculum —
TERC's 1997 Ecology: A systems approach broke new ground in high school curriculum, taking a "molecules to systems" approach ... More »
Biosphere and Climate: Understanding Climate Change in New England —
This project and its website emphasize biological evidence of climate change and links natural phenomena to social and cultural changes in our region. More »
Innovate to Mitigate —
This project is designing and conducting a crowd-sourced open innovation challenge to young people of ages 13-18 to mitigate levels of greenhouse gases. The goal of the project is to explore the extent to which the challenge will successfully attract, engage and motivate teen participants to conduct sustained and meaningful scientific inquiry across science, technology and engineering disciplines. More »
The Climate Lab —
TERC and the Manomet Center for Conservation Sciences are developing and testing an education partnership model for climate change education that features inquiry-oriented and place-based learning. More »
Curriculum and laboratory design
Under the Microscope: Examining the Research Base on Biological Lab Experiences —
This 18-month study examines key research literature from 1987-2006 on laboratory experiences in life science in order to propose a new model for increased engagement in lab-based activities among students in grades 1-13. More »
Publications and Products
A Study of the Literature of Lab-Based Instruction in Biology —
Innovate to Mitigate: Science Learning in an Open-innovation Challenge for High School Students —
In this early stage Design and Development study, we propose to build on an early version of the Innovate to Mitigate Challenge, funded by an exploratory DRK-12 grant, that successfully demonstrated student learning. More »
Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration —
International Journal of Emerging Technologies in Learning, Vol 9, No 9 (2014)
Learning in a Team of High School Students Addressing a Climate Mitigation Challenge —
— The Innovate to Mitigate Project. Cambridge, MA: TERC, 2016.
Reply to Angelo: Declines in species in Thoreau’s Concord and the Middlesex Fells, Massachusetts, USA —
Primack, R.B., A.J. Miller-Rushing, and B. Drayton
—Phytoneuron 2014-61: 1–5. Published 16 June 2014. ISSN 2153 733X
Seeding Social Norms About Energy Conservation Among Girl Scouts —
—(2014) Applied Environmental Education and Communication 13(3), 171-182.
Under the Microscope: Review of the Research on Biological Lab Experiences 1987-2007: A Research White Paper —
What, where, who? Learning in an Innovate to Mitigate pilot team —
— A working paper. Cambridge, MA: TERC, 2016.
In an open innovation crowdsource-like competition, the Innovate to Mitigate project invited students to propose innovations that would mitigate climate change. More »
White Papers and Working Papers
Discourse Analysis of Comments on a Climate Change Op-Ed, Part 1 — Working Paper #1
Brian Drayton, TERC, Cambridge, MA, 8/13/14
Discourse Analysis of Comments on a Climate Change Op-Ed, Part 2 —
Working Paper #2
Brian Drayton, TERC, Cambridge, MA, 8/13/14
Life Sciences Initiative Team
Advisors: Tina Grotzer, Harvard Graduate School of Education; Richard Primack, Boston University; Amy Seidl; Abraham Miller-Rushing, National Park Service; Leona Schauble, Vanderbilt University.
For questions or comments, please contact Brian Drayton (email@example.com) or Gilly Puttick (firstname.lastname@example.org).