Teaching and the theory and practice of biology

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Abstract
The structure and methodology of biology are examined in relation to teaching methods. An analysis of structure shows laws to have little relevance in biology but that concepts are important for the development of ideas. Reductionism is criticized for its failure to recognize the need for historically based explanations in biology. The structure of biology as a network of explanatory theories is stressed and progress shown to be dependent on the formulation and application of theories. It is thus suggested that biology teaching should be based on a content of theory that can be applied to solve problems. It is further suggested that the research process cannot be simulated or reproduced in practical teaching and so a greater use must be made of the history and philosophy of biology to give a full account of the scientific process.

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