Teaching a Biotechnology Curriculum Based on Adapted Primary Literature

Autor/inn/en	Falk, Hedda; Brill, Gilat; Yarden, Anat
Titel	Teaching a Biotechnology Curriculum Based on Adapted Primary Literature
Quelle	In: International Journal of Science Education, 30 (2008) 14, S.1841-1866 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Pedagogical Content Knowledge; Biology; Science Instruction; Secondary School Teachers; Educational Strategies; Constructivism (Learning); Qualitative Research; Curriculum Implementation; Inquiry; Scientific Principles; Active Learning; Biotechnology; Research Reports; Technical Writing; Research Methodology; Primary Sources + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrstrategie; Qualitative Forschung; Aktives Lernen; Biotechnologie; Research report; Forschungsbericht; Technical documentation; Technische Dokumentation; Research method; Forschungsmethode; Primärquelle
Abstract	Adapted primary literature (APL) refers to an educational genre specifically designed to enable the use of research articles for learning biology in high school. The present investigation focuses on the pedagogical content knowledge (PCK) of four high-school biology teachers who enacted an APL-based curriculum in biotechnology. Using a constructivist qualitative research approach, we analysed those teachers' aims and beliefs, the instructional strategies they used during the enactment of the curriculum, as well as the outcomes of the enactment as perceived by the teachers and their students, and as reflected in the class observations. Some of the teachers' strategies applied during the enactment, such as the conversational model, were specifically designed for teaching APL-based curricula. We found that the instructional strategies applied for the adapted articles were associated with cognitive and affective engagement, active learning, inquiry thinking, and understanding of the nature of science. Suitable teacher PCK promoted learning by inquiry in addition to learning on inquiry. Students' challenges were mainly linked to the comprehension of complex, multi-stage, biotechnological processes and methods that are abundant throughout the curriculum and required the use of previous knowledge in new contexts. A complex interaction of factors, namely teachers' PCK, the APL genre, and the biotechnology content of the curriculum, shaped the instructional strategies of the new curriculum and the outcomes of its enactment. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10