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Propositions of Schroedinger and Dyson: Implications for program development in secondary school biology.

机译：Schroedinger和Dyson的命题：对中学生物学课程开发的启示。

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摘要

The purpose of this study is to ascertain whether there is a linkage between the special case of New Jersey Core Curriculum Content Standards for Science as they represent biology, and the propositions of Schrodinger and Dyson. The aim of the study is to derive implications for program development in secondary school biology. Critical review reveals that the New Jersey Core Curriculum Content Standards for Science do not provide linkage to biology and the propositions of Erwin Schrodinger and Freeman Dyson.;If life is characterized by replication and metabolism, then Schrodinger and Dyson present a plausible argument toward describing life as reciprocal forms and functions that characterize a living system.;Examination revealed that Schrodinger, in stating that life can be characterized by the processes of replication and metabolism, emphasized replication and virtually ignored metabolism. Dyson also acknowledges the relationship of metabolism to replication. Examination of Dyson revealed that rather than describing metabolism as a characterization of life, he advances the origin of metabolism and its connection to the origin of life. If metabolism and replication characterize life and if the origin of life is within the domain of biology, then Schrodinger's and Dyson's propositions are central to the characterization of biology.;If program development for secondary school biology requires accurate description of its domain, then it is necessary to acknowledge the complexity of life forms. There is as yet no universally accepted general description of life and no reasonable consensus for something to be termed living. If the conditions for something to be termed living are the capacity to reproduce self as maintained by Schrodinger, and the capacity for self-organization preserved through natural selection as proposed by Dyson, then these conditions form the basis for program development.
机译：这项研究的目的是确定新泽西州核心课程内容标准科学的特殊情况（代表生物学）与薛定and和戴森的命题之间是否存在关联。该研究的目的是对中学生物学课程开发产生影响。批判性审查发现，《新泽西州科学核心课程内容标准》与生物学以及欧文·薛定inger和弗里曼·戴森的主张没有联系;如果生命以复制和新陈代谢为特征，那么薛定inger和戴森提出了描述生命的合理论点检验表明，薛定inger在指出生命可以由复制和新陈代谢的过程来表征的同时，强调复制，实际上忽略了新陈代谢。戴森还承认新陈代谢与复制的关系。戴森的研究表明，他没有将新陈代谢描述为生命的特征，而是推进了新陈代谢的起源及其与生命起源的联系。如果新陈代谢和复制是生命的特征，并且生命的起源在生物学领域之内，那么薛定inger和戴森的命题对于生物学的表征至关重要。如果中学生物学的程序开发需要对其领域的准确描述，那么承认生命形式的复杂性所必需的。迄今为止，还没有普遍接受的关于生命的一般描述，也没有对所谓的生活的合理共识。如果说某物被称为生存的条件是薛定inger所维护的自我复制的能力，以及戴森所提出的通过自然选择所保留的自我组织的能力，那么这些条件就构成了程序开发的基础。

著录项

  • 作者

    Kaiser-Antonowich, Roxanne.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Curriculum development.;Secondary education.;Science education.
  • 学位 Ed.D.
  • 年度 2001
  • 页码 129 p.
  • 总页数 129
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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