1. «Highlights» - Some important topics and concepts
SBED 1256 Biology Teaching Methods
«Highlights» - Some important topics and concepts
17 FEBRUARY 2017

2. SBED 2056 Biology Teaching Methods
The school’s ccurriculum
YOUR
Scheme of work
Lesson plan
National curriculum
Syllabus Biology
SBED 2056 Biology Teaching Methods

3. SBED 2056 Biology Teaching Methods
Learning styles and teaching styles
* Tanner, K. and Allen, D. (2004). Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection. Engaging all students in Science Courses. Cell Biology Education, 3,
Gabrieli, P. (2010). Investigations on Interactions between students and teachers of diverse learning styles during science teaching and learning in secondary schools in Tanzania. Masters’ Thesis University of Dar-es-Salaam.
SBED 2056 Biology Teaching Methods

4. SBED 2056 Biology Teaching Methods
Teaching strategies which are widely used in science classrooms may create instructional selection:
… constructing learning environments in which only a subset of learners can succeed.
SBED 2056 Biology Teaching Methods

5. SBED 2056 Biology Teaching Methods
HOW to avoid instructional selection?
We must address the diversity of learning styles among the learners in our classrooms
SBED 2056 Biology Teaching Methods

6. SBED 2056 Biology Teaching Methods
What is a learning style?
«How we prefer to learn»
‘‘The complex manner in which, and conditions
under which, learners most efficiently and most effectively perceive, process, store, and recall what they are attempting to learn’’
SBED 2056 Biology Teaching Methods

7. SBED 2056 Biology Teaching Methods
Three frameworks for characterizing differences in the way learners prefer to learn:
The VARK Framework
Howard Gardner’s Theory of Muliple Intelligences
Dimensions of learning styles in science
SBED 2056 Biology Teaching Methods

8. SBED 2056 Biology Teaching Methods
The VARK (VAK) framework
V – visual
A – aural
K – kinetic
R – reading/writing
SBED 2056 Biology Teaching Methods

9. SBED 2056 Biology Teaching Methods
Howard Gardner’s Theory of Muliple Intelligences
In Gardner’s view, the dominant IQ-tests only measure one type of intelligence …
There are different areas of intelligence
SBED 2056 Biology Teaching Methods

10. SBED 2056 Biology Teaching Methods
Howard Gardner’s Multiple Intelligences Theory
Intelligence is characterized by facility with . ..
1. Linguistic-verbal Words, language, reading, and writing
2. Logical-mathematical Mathematics, calculations and quantification
3. Visual-spatial Three dimensions, imagery and graphic information
4. Bodily-kinesthetic Manipulation of objects, physical interaction with materials
5. Musical-rhythmic Rhythm, pitch, melody, and tone
6. Interpersonal Understanding of others, ability to work effectively in groups
7. Intrapersonal Metacognitive ability to understand oneself, self-awareness
8. Naturalistic Observation of patterns, identification
and classification
SBED 2056 Biology Teaching Methods

11. SBED 2056 Biology Teaching Methods
Dimensions of Learning in Science
Sensory Intuitive
Visual Verbal
Active Reflective
Sequential Global
SBED 2056 Biology Teaching Methods

12. SBED 2056 Biology Teaching Methods
1. Expert
2. Formal Authority
3. Personal
4. Facilitator
5. Delegator
Teaching styles
SBED 2056 Biology Teaching Methods

13. It does not make sense to speak about pure teacher-centered and pure learner-centered approaches
Teacher- Learner-centered centered

14. Conceptual change * Approaches to Biology Teaching and Learning:
Reading
* Approaches to Biology Teaching and Learning:
Understanding the Wrong Answers—
Teaching toward Conceptual Change
Kimberly Tanner and Deborah Allen
Knowing the facts and doing well on tests of knowledge do not mean that we understand.
—Grant Wiggins and Jay McTighe (1998)

15. Knowing is associated with facts, memorization, and often superficial knowledge.
Knowing facts, knowing how to operate a machine
Understanding implies a more complex, multidimensional integration of information into a learner’s own conceptual framework.

16. Understanding is DEEPER knowledge!
Knowing is associated with facts, memorization, and often superficial knowledge.
Knowing facts, knowing how to operate a machine …
Understanding is DEEPER knowledge!
Understanding implies a more complex, multidimensional integration of information into a learner’s own conceptual framework.

17. Understanding When one understands, then one. . . Can explain
Can interpret
Can apply
Has perspective
Can empathize
Has self-knowledge

18. Conceptual change Knowing Understanding
MOVING FROM KNOWING FACTS TOWARD
DEEP UNDERSTANDING THROUGH
CONCEPTUAL CHANGE
Conceptual
Changel
Knowing
Understanding

19. Theory of conceptual change in science (Posner et al., 1982)
A learning process in which an existing conception (idea or belief about a biological concept or phenomena) held by a student is shifted and restructured, often away from an alternative or misconception and toward a conception that is considered as more scientifically “correct”.

20. Conceptual change Teaching toward conceptual change requires that
students consider new information in the context of their prior knowledge and their own worldviews.
Often a confrontation between these existing and new ideas must
occur and be resolved for understanding to be achieved.

21. Conceptual change
In teaching toward understanding of major concepts in biology and achieving conceptual change for students, it is first necessary to understand students’ prior knowledge.

22. Prior knowledge
Students and teachers and instructors together must access prior knowledge
Find out what prior knowledge is “correct” and should form a good basis for further learning
What prior knowledge is based on misunderstandings and incomplete understandings

23. Alternative conceptions
Alternative conceptions = misconceptions = misunderstandings
Example:
The extra weight of a plant when it grows comes from the soil

24. Alternative conceptions
Alternative conceptions often parallel explanations of natural phenomena offered by previous generations of scientists and philosophers.

25. Giraffes have always had long necks
What do YOU think?
Giraffes have developed long necks because those individuals with longest necks were best fittet to their environment
…. because generations of giraffes have stretched their necks further and further to reach the highest leaves
Giraffes have always had long necks

26. What do YOU think? I think the eggs will stay the same weight
The eggs will get heavier as the chicks innside the eggs grow
The eggs will get lighter as the chicks grow
What do YOU think?

27. What do YOU think? I think the seeds will get lighter as they grow
I think the seeds will stay the same weight
I think the seeds will get heavier as they grow
What do YOU think?

28. How can we assess learners’ prior knowledge?
Dialogue
Tests/quizes
Concept maps
Drawings
Games
Graphic organisers
Concept Cartoons
Experiments
True-false statements
Naylor, S. & Keogh, B. (2012). Concept Cartoons: What have we learnt? Paper presented at the Fibonacci Project European Conference, Inquiry-based science and mathematics education: bridging the gap between education research and practice. Leicester, UK, April 2012

29. As biology teachers we should be aware, in particular, of the misconceptions that may form an obstacle for learning

30. As biology teachers we should be aware, in particular, of the misconceptions that may form an obstacle for learning
Examples:
Cells are 2D
As wood burns, only ash remains, there is nothing more
Plants do photosynthesis, animals/humans do respiration
Air has no weight, air has negative weight
Infections are caused by bacteria

31. Conceptual change
In teaching toward understanding of major concepts in biology and achieving conceptual change for students, it is first necessary to understand students’ prior knowledge.

32. Conceptual change in science
A constructivist view of learning science
Learners construct their knowledge on the basis of preknowledge - what they already know (both from everyday life world and the world of science)
Learning is an active process
Driver, R., Asoko, H., Leach, J. Mortimer, E. & Scott P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23 (7), 5-12

33. Conceptual change in science
A constructivist view of learning science
Learning science involves individual and social processes
Construction of knowledge and meaning making happens in the minds of individuals
Driver, R., Asoko, H., Leach, J. Mortimer, E. & Scott P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23 (7), 5-12

34. Conceptual change Teaching toward conceptual change requires that
students consider new information in the context of their prior knowledge and their own worldviews.
Often a confrontation between these existing and new ideas must
occur and be resolved for understanding to be achieved.

35. New knowledge presented in biology lessons «meets» prior knowledge
New knowledge presented in biology lessons «meets» prior knowledge. This may result inn:
New knowledge and prior knowledge are not in conflict. New knowledge may be constructed on the foundations of prior knowledge.
New knowledge and prior knowledge are not alligned. Prior knowledge (alternative conceptions = misconceptions) must be restructured before new knowledge can be constructed

36. APPLICATION OF CONCEPTUAL CHANGE THEORY TO THE CLASSROOM
If individuals are to change their ideas, they must first become dissatisfied with their existing conception …
… and then proceed to judge a new conception to be
Intelligible (able to be related to some existing conceptual framework)
Plausible (having more explanatory power or providing solutions to problems)
Fruitful (providing potential for new insights and discoveries)
It fits
It works
It helps

37. CONCEPTUAL CHANGE Restructuring prior knowledge
Identify prior knowledge
Challenge alternative conceptions
Modify prior knowledge
Constructing new knowledge
Judge new conceptions
Adopt new conceptions

38. Children’s misconceptions may be associated with everyday reasoning («commonsense» ways of explaining phenomena
Driver, R., Asoko, H., Leach, J. Mortimer, E. & Scott P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23 (7), 5-12

39. Children’s misconceptions may be associated with everyday reasoning («commonsense» ways of explaining phenomena
Everyday reasoning
Scientific reasoning
Tends to be tacit or without explicit rules
Expilicit formulation of theories that can be communicated and inspected in the light of evidence
Ideas are judged in terms of being useful for special purposes or in specific situations
Has a purpose of constructing a general and coherent picture of the world

40. Border Crossing Cross-Cultural Science Education
…. how students move between their everyday life-world and the world of school science
…. how students deal with cognitive conflicts between those two worlds
Aikenhead & Jegede (1999). Cross-Cultural Science Education: A Cognitive Explanation of a Cultural Phenomenon. Journal of Research in Science Teaching, 36 (3), 269–287
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52

41. Border Crossing Cross-Cultural Science Education World of science
Everyday life-world
World of science
Aikenhead & Jegede (1999). Cross-Cultural Science Education: A Cognitive Explanation of a Cultural Phenomenon. Journal of Research in Science Teaching, 36 (3), 269–287
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52

42. Border crossing Border crossing may be facilitated in classrooms
by studying the subcultures of students’ life-worlds
and by contrasting them with a critical analysis of the subculture of science (its norms, values, beliefs, expectations, and conventional actions)
consciously moving back and forth between life-worlds and the science worlds
switching language conventions explicitly, switching conceptualizations explicitly, switching values explicitly, switching epistemologies explicitly
but never requiring students to adopt a scientific way of knowing as their personal way.
From:
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52

43. Border crossing
Border crossing may be facilitated in classrooms
but never requiring students to adopt a scientific way of knowing as their personal way.
From:
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52

44. The use of models *) in Biology
*) The use of analogies may be included here

45. The use of models in Biology
In science, a model is a representation of an idea, an object, a process or a system
…. that is used to describe and explain phenomena that cannot be experienced directly.

46. A typology of school biology models
Scale models
Scale models of animals, plants, the human body are used to show colours, shape and structure. Scale models carefully reflect proportions.

47. A typology of school biology models
2. Analogue models
The analogue model shares with the original not identical proportionality or magnitudes but, more abstractly, the same structures or patterns of relationships

48. A typology of school biology models
3. Mathematical models
Mathematical models use symbols to express conceptual relationships.
Mathematical models are the most abstract, accurate
and predictive of all models.
T = [(1-α)S/(4εσ)]1/4
6 CO2 + 6H2O  C6H12O6 + 6 O2

49. A typology of school biology models
4. Theoretical models
Theoretical models express theoretical concepts or explainations of biological phenomena/processes.

50. A typology of school biology models
5. Maps, diagrams, tabels
These models represent patterns, pathways and relationships

51. To discuss:
In which ways is the use of models in science/biology different from in other school subjects?
Is there a specific type of models that are more widely used in science/biologi than in other school subjects?
Models
1. Scale models
2. Analogue models
3. Mathematical models
4. Theoreatical models
5. Maps, diagrams, tabels

52. WHY do we use models (and analogies) in Biology
Makes «visible» what is abstract and invisible
Stimulates the use of multiple intelligences / learning styles
Focuses on what is most important
Reduces complexity, makes understandable what is difficult/complicated

53. TALKING IN THE CLASSROOM
Why should learners talk in the classroom?
Talking to learn: Why biology students should be talking in classrooms and how to make it happen
Kimberly D. Tanner
* Tanner, K. (2009). Approaches to Biology Teaching and Learning: Why Biology Students Should be Talking in Classrooms and How to Make It Happen. CBE – Life sciences Education, 8, 89-94

54. TALKING IN THE CLASSROOM
symmetric
Classroom talk
asymmetric
Between teacher and learners
Between individual learners

55. Why should learners talk in the classroom?
What evidence is there that learners’ talking leads to better learning?
From a constructivist view learning is an active process. New knowledge is constructed by each single learner, an active process. Talking activates the learner.
It involves individual and social processses

56. Why should learners talk in the classroom?
What evidence is there that learners’ talking leads to better learning?
Talking leads to questions. Being able to formulate questions and to respond to questions requires reasoning
Reasoning: To think logically and to justify one’s thinking

57. Why should learners talk in the classroom?
What evidence is there that learners’ talking leads to better learning?
Underlying talk is an active cognitive process called selv-explanation.
To explain something requires that you understand what you must explain. You must first explain to your self.
To explain something you need to articulate your ideas and concepts, which in it self leads to deeper understanding

58. TALKING IN THE CLASSROOM
symmetric
Classroom talk
asymmetric
Between teacher and learners
Between individual learners

59. TALKING IN THE CLASSROOM
Between teacher and learners
Most common: IRE IRF IRFRF
I (teacher invites)
R (learners respond)
E (teacher evaluates the learners’ response )
F (teacher gives feedback)

60. TALKING IN THE CLASSROOM: TEACHER - LEARNERS
Authoritative dialogic
Interactive non-interactive
In an authoritative situation, an authority figure (normally the teacher) controls the direction of the talk, to focus it on one point of view (normally the scientific view).
In dialogic discourse, the discourse is open to different points of view, both everyday and scientific.
Interactive talk involves more than one speaker,
Non-interactive talk involves just one speaker.

61. Teacher summarizes from class discussion
TALKING IN THE CLASSROOM: TEACHER - LEARNERS
Authoritative dialogic
Interactive non-interactive
Teacher summarizes from class discussion
Inquiry
(IRF)
Traditional lecture
IRE

62. [Inquiry]
Learning through inquiry is an active learning strategy (explore, investigate)
Learning through Inquiry is about asking questions, and about trying to find answers to these questions
What about this?
Why is it like this?
What if ….?

63. 5 years
After 5 years the plant had gained 75 kg and the soil had lost 57 grams in weight
Van Helmont concluded that «75 kg of wood, barks, and roots arose out of water only”.

64. HOW PEOPLE LEARN
The learners must be interested and engaged in what they are learning, and find it useful and meaningful
Learners must be actively involved in the processes of teaching and learning, and they must, themselves, construct new understanding (constructivistic view of learning, the theory of conceptual change
Learners must have opportunities to apply what they have learned to new situations

65. The 5E model 1. Engage 2. Explore 3. Explain 4. Elaborate 5. Evaluate
Engagement
Exploration
Explanation
Elaboration
Evaluation
The key elements of an effective learning activity (lesson)

66. Elaborate Apply new knowledge in novel contexts and situations
Viewing the new knowledge in a wider perspective
Taking steps to expand. Plan new investigations, new questions to answer
Understand the meaning of the new knowledge, it’s implications

67. Using 5E to categorize parts of a lesson/a learning activity
Have you ever noticed that ……..
Have you ever wondered if …?
Is it true that ….?
How can we find out …?
How can we explain …?
Do you know of any other ….?
Do we really understand this?

68. Using 5E to categorize parts of a lesson/a learning activity
Have you ever noticed that ……..
Have you ever wondered if …?
Is it true that ….?
How can we find out …?
How can we explain …?
Do you know of any other ….?
Do we really understand this?
engage
explore
explain
elaborate
evaluate

69. LESSON PLANNING
First: Scheme of work!

70. LESSON PLAN
A lesson plan is a teacher's detailed description of the course of instruction for one class.
A daily lesson plan is developed by a teacher to guide class instruction.
Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children.
There may be requirements mandated by the school system regarding the plan.
Tuesday, May 12, 2015
SBED 1260 70
SBPH 1260

71. Learning/teaching material
Materials specially designed to be used during instruction, such as textbooks, worksheets , maps , posters, etc. May also include materials such as paper and pens and equipment needed in practical work.
Learning/teaching resources
Any resource in a wider meaning, material or personal , that has the potential to be used to enhance learning, such as a library with books, computers with access to computer-based learning programmes and Internet, local industry, the local environment, national parks and nature reserves, guides and others with knowledge of local environment, environmental issues, health issues and other biological issues. May also include books, websites and other publications that offer teachers ideas or examples of good teaching activities etc

72. What is practical work?

73. Define practical work
Practical work means any teaching and learning activity which involves at some point the students in observing or manipulating real objects and materials
Any teaching and learning activity
Observing or manipulating real objects and materials

74. Why practical work?

75. The aims of science education
Science as a product
to help students to gain an understanding of the established body of scientific knowledge
to develop students’ understanding of the methods by which this knowledge has been gained, and our grounds for confidence in it (knowledge about science).
Science as a process
PRACTICAL WORK

76. Other reasons why we use practical work/activities:
Create variation
Activate the learners
Avoid instructional selection (different learning styles!)

78. The objectives of a practical activity
Type A
Type B
Type C

79. To have knowledge of the natural world; the ideas,
To have knowledge of the natural world; the ideas, theories and models in biology
To know how to use scientific apparatus and follow standard scientific procedures
To understand how to investigate things A B C

80. Did the students do what they were intended to do?

81. Did the students learn what they were intended to learn?

83. Assessment How do we assess? Formal Informal During learning process
Formative
With grades
No grades
Formal
Informal
Summative
At the end of learning process

84. ASSESSMENT Informal Formal Formative Concept cartoons Etc
Mid semester test
Mid semester assigment
Summative
Quiz at end of course
Exam

85. Bloom’s taxonomy of cognitive levels

88. Bloom’s (revised) taxonomy of cognitive levels

89. Practical work
From closed to open-ended activities

90. WHY OPEN-ENDED? Problem X - Procedure Result Degrees of freedom: 2
Given
Open
Problem X -
Procedure
Result
Degrees of freedom: 2
WHY OPEN-ENDED?
Activity-based
Inquiry-based (5E: «Engage», «Explore»)
Higher cognitive level (Bloom’s taxonomy)
Learners learn about science as a process:
….. how to use equipment/matarials (type B)
….. how to design an investigation … (type C)

91. From closed to open-ended
Practical work
From closed to open-ended
PART 1: Closed
0 - (1) degrees of freedom
PART 2: Open-ended
2 – (3) degrees of freedom

92. Therefore, learners must learn how to ….
Learn by conducting «closed» activities
1. Start with closed activity
2. Extend then activity towards a more open activity
Part 1: Degrees of freedom 0
Part 2: Degrees of freedom 1 or 2 (3)

93. «Assessment for learning»
The results of an assessment activity form a feedback to teachers and learners
Feedback may indicate that performance exceeds goal
Feedback may indicate that performance reaches goal
Feedback may indicate that performance falls short of goal
and
Feedback is used by teachers to evaluate teaching practice
if needed, to adjust teaching
Better
learning
and
Feedback is used by learners to evaluate own learning process
if needed, to modify learning processes