Abstract
School curricula always lag behind scientific
innovations; modern science
has made so many great advances that
the quantity of ‘basic’ science to be taught
in the classroom increases year on year.
Major breakthroughs and new research are
obvious in a range of scientific disciplines,
including medicine, forensics, biofuels, vaccine
research and the mitigation of pollution
(NGI , 2006). Moreover, fundamental biological
concepts and practices have themselves
advanced and school curricula need
to be revised; for example, in evolutionary
biology
(Moore, 2007), probable evolutionary
relationships are now being constructed
by comparing proteins and genome
sequences between organisms, rather than
by searching for similarities in anatomy,
embryology and physiology.
Original language | Undefined/Unknown |
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Pages (from-to) | 120-124 |
Number of pages | 5 |
Journal | EMBO Reports |
Volume | 10 |
Issue number | 2 |
Publication status | Published - 2009 |