Integration of 'Design Thinking' in a Reflection Model to Enhance the Teaching of Biology

Autor/in	Atchia, Shakeel M. C.
Titel	Integration of 'Design Thinking' in a Reflection Model to Enhance the Teaching of Biology
Quelle	In: Journal of Biological Education, 57 (2023) 2, S.386-400 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atchia, Shakeel M. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1909642
Schlagwörter	Design; Thinking Skills; Reflection; Models; Science Instruction; Teaching Methods; Biology; Constructivism (Learning); Undergraduate Students; Science Process Skills; Inquiry; Critical Incidents Method; Epistemology + Suchen Sie Ihr Suchwort? Denkfähigkeit; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Erkenntnistheorie
Abstract	Reflection on current practices is key to the transformation of teachers into reflexive practitioners. This study describes how design thinking was integrated in Schön's 'reflection in and on' model, to transform traditional teaching of Biology into constructivist learning. As a first step, the reflection model was used to identify limitations in the current practices of a teacher educator by analysing: (1) a critical incidence which took place during a practical biology lesson at undergraduate level; (2) students' voices through a focus group discussion; and (3) feedback of an assigned external observer. Analysis revealed that the teaching strategies, resources, and assessment strategies were mostly teacher-centred and do not provide enough opportunities for students' engagement and development of key scientific inquiry skills. To address the identified pedagogical limitations, this research work employed a case study methodology to showcase the efficiency of using the 'design thinking approach' as an underlying and alternative process to transform constructivist learning into action. The findings showed that the use of design thinking as a meta-disciplinary methodology allows the transformation of the constructivism theory into action and thus offers teacher educators the needed support through a formalised process to engage students in the learning of biology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01