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

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

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, 197-201 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

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

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

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

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

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

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

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

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

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

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

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)

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.

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.

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

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

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”.

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.

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.

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

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

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

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

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?

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?

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

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

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

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.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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.

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.

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

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

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

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

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

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

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

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

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

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

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

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

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)

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.

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

[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 ….?

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”.

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

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)

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

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?

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

LESSON PLANNING First: Scheme of work!

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

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

What is practical work?

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

Why practical work?

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

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

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

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

Did the students do what they were intended to do?

Did the students learn what they were intended to learn?

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

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

Bloom’s taxonomy of cognitive levels

Bloom’s (revised) taxonomy of cognitive levels

Practical work From closed to open-ended activities

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)

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

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)

«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