Posodobitev biološkega izobraževanja temelji na premiku od opisovanja pojavov in učenja pretežno nepovezanih podatkov na pamet proti celostnemu razumevanju delovanja narave, ki ga je treba pri učencih začeti razvijati že zgodaj v procesu izobraževanja in nato postopno nadgrajevati. Ta premik od učitelja zahteva spremembo njegovega razmišljanja o biologiji ter večjo pozornost pri identifi kaciji in odpravljanju napačnih in nepopolnih predstav, ki ovirajo postopno izgradnjo mreže znanja pri učencih. Dodatni izziv za učitelje predstavlja nujnost obravnavanja aktualnih družbenih tem, ki pogosto izhajajo iz nedavnih novih znanstvenih spoznanj (npr. gensko spremenjeni organizmi, kloniranje, človekovi vplivi na ekosisteme), hkrati pa obsegajo poleg naravoslovnih tudi družboslovne vidike. Zaradi zahtevnosti posodobitve biološkega izobraževanja moramo učiteljem biologije zagotoviti kakovostno, dolgoročno in vsestransko podporo.

Modern biology education requires a shift from description of phenomena and rote learning of fragmented facts toward an integral conceptual understanding about the functioning of nature. The development of conceptual understanding in students should start early and then be upgraded and complemented in higher grades. This new approach to education depends upon a change in the way that teachers think about biology. Teachers should also address misconceptions commonly held by students, since incorrect notions interfere with the gradual construction of conceptual understanding. An additional challenge for the teachers is the need to address socially important topics, which often encompass very recent scientific discoveries (e.g. genetically modified organisms, cloning, human impact on ecosystems) as well as aspects related to social sciences. Teachers need adequate long-term support to accomplish these essential changes in biology education.