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 Dimensions of Learning in Science Sensory Intuitive Visual Verbal Active Reflective Sequential Global 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 The VARK (VAK) framework V – visual A – aural K – kinetic R – reading/writing SBED 2056 Biology Teaching Methods

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

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

Why should learners talk in the classroom? What evidence is there that learners’ talking leads to better learning? Talking activates the learner 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 Between teacher and learners Most common: IRE IRF I (teacher invites) R (learners respond) E (teacher evaluates the learners’ response ) F (teacher gives feedback)

Assessment 5E: engage Informal: monitor the groups, dialogue with learners, summary. 5E: evaluate 5E: explore

Assessment 5E: evaluate 5E: explore 5E: engage Informal: monitor the groups, dialogue with learners, summary. 5E: evaluate 5E: explore

…. I hope that this guide will inspire ……….., and to reject material defiences as an excuse for any absence of students’ practical work. …….

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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 nature of science» The aims of science education 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). «The nature of science»

The nature of science Understanding the nature of science includes an understanding of how scientific enquiry is conducted the different kinds of knowledge claims that scientists make the forms of reasoning that scientists use to link data and explanation the role of the scientific community in checking and scrutinising knowledge claims.

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

Why practical work? or ….. WHAT IS THE ROLE OF PRACTICAL WORK IN BIOLOGY EDUCATION?

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

Why practical work?

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

? Try to memorize ….. Any practical work you have been involved in, in school. What was it about? What was the purpose /the objective of the activity? A, B or C --- or multiple?

DO WE NEED TO DO PRACTICAL WORK IN ORDER TO ACHIEVE THESE OBJECTIVES ? 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 DO WE NEED TO DO PRACTICAL WORK IN ORDER TO ACHIEVE THESE OBJECTIVES ?

DO WE NEED TO DO PRACTICAL WORK IN ORDER TO ACHIEVE THESE OBJECTIVES ? SO, WHY DO WE STILL DO IT? Other objectives for practical activities: Create variation Activate the learners Avoid instructional selection (different learning styles!)