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 Do not then train youths to learning by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each. — Plato 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 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

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

SBED 2056 Biology Teaching Methods 1. Expert 2. Formal Authority 3. Personal 4. Facilitator 5. Delegator Teaching styles How about the good teacher you had in mind? What kind of teacher would you like to be? SBED 2056 Biology Teaching Methods

SBED 2056 Biology Teaching Methods Conclusions Avoid Instructional Selection through the use of multiple pedagogical approaches Reflect on your own learning style Reflect on your own teaching style Expanding the repertoire of your teaching is not an immediate major shift …. but small steps SBED 2056 Biology Teaching Methods

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

As the plant grows its extra weight comes from the soil Its extra weight comes from the air The extra weight comes from the water it takes in through the roots It gets bigger but not heavier What do YOU think?

Conceptual change * 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)

Conceptual change * Approaches to Biology Teaching and Learning: Teaching for understanding Teaching for understanding Conceptual change * 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

Teaching for understanding Conceptual change 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. Alternative conceptions may have their origins in a diverse set of personal experiences, including direct observation and perception, peer culture, and language Alternative conceptions may as well have their origin in teachers’ explanations and instructional materials. Teachers often subscribe to the same alternative conceptions as their students.

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

Alternative conceptions Alternative conceptions often parallel explanations of natural phenomena offered by previous generations of scientists and philosophers. Alternative conceptions may have their origins in a diverse set of personal experiences, including direct observation and perception, peer culture, and language Alternative conceptions may as well have their origin in teachers’ explanations and instructional materials. Teachers often subscribe to the same alternative conceptions as their students.

Alternative conceptions 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) must be restructured before new knowledge can be constructed

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?

APPLICATION OF CONCEPTUAL CHANGE THEORY TO THE CLASSROOM