Biology HL

The biology and the international dimension:

Science itself is based on an international process; The exchange of information and ideas across national borders has always been crucial to scientific progress. This exchange is not a new phenomenon but has accelerated recently due to the development of information and communication technologies. The notion that science is an invention of the West is based on a myth: many of the foundations of modern science were laid hundreds of years ago by Arab, Indian, Chinese, and other civilizations. Teachers are encouraged to highlight this post when teaching various topics, such as timeline web pages. The scientific methodology in the broadest sense, with its emphasis on peer review, open-mindedness and freedom of thought, transcends politics, religion, gender and citizenship. Certain topics in the chapters of the biology curriculum contain topics that illustrate the international aspects of science.

The reports of the Intergovernmental Panel on Climate Change are an excellent example of this. In practical terms, the Group 4 project (in which all students have to participate) reflects the work of “true” scientists by promoting cooperation between schools from different regions.

The influence of scientific knowledge on social change is unparalleled. On the one hand, science has the potential to create great universal benefits, but on the other, it can exacerbate inequalities and harm human beings as well as the environment. According to the IB mission statement, students in Group 4 need to be aware of the moral responsibility of scientists to ensure that science knowledge and data are equally available to all states, and that they have the scientific capacity to develop sustainable societies use.

Experimental competences

“I hear and forget. I see and keep. I act and understand. “


An integral part of students’ experience in our biology class is their work in the classroom, laboratory or field. Practical activities empower students to interact directly with natural phenomena and secondary data sources. These experiences give students the opportunity to design examinations, collect data, develop handling skills, analyze results, collaborate with other students and assess and communicate their findings. Experiments are used to study phenomena or to give students the opportunity to explore questions and curiosities.

By giving students the opportunity to do hands-on experiments, they can do some of the processes that scientists do. Through experimentation, the students experience first-hand the nature of scientific thinking and research. For all scientific theories and laws are based on observations.