Literaturnachweis - Detailanzeige
Autor/in | Mazowiecki-Kocyk, Piotr |
---|---|
Titel | A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning |
Quelle | In: American Biology Teacher, 83 (2021) 7, S.436-440 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-7685 |
Schlagwörter | Science Instruction; Concept Teaching; Biology; Blended Learning; Educational Change; Instructional Innovation; Scientific Concepts; Conventional Instruction; Instructional Effectiveness |
Abstract | Conceptual teaching was developed three decades ago as an alternative to conventional teaching approaches. It promised a significant shift in teaching practices across different disciplines and age groups. Traditionally, science subjects in high school tend to be content-heavy. Teaching science, especially biology, is still rooted in teaching methods that facilitate factual understanding and low-road transfer of knowledge. As a result, students' knowledge remains compartmentalized. Students rarely make connections with other disciplines and transfer their biological knowledge to new situations. Bringing concepts to biology is a challenging task. Despite compelling evidence for concept-based teaching, there are few examples of how it can be implemented and replace content-based teaching. This article describes the changes to teaching instructions in biology over the last decade as well as the main challenges that prevent incorporating novel teaching approaches in a biology classroom. The author suggests concept-based teaching as an effective alternative to conventional, content-focused teaching and offers some ideas for implementing concepts into teaching biology in the context of blended learning. (As Provided). |
Anmerkungen | University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |