1. 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,
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

2. 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

3. 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

4. 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

5. 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

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

7. 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

8. 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

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

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

11. 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

12. 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

13. SBED 2056 Biology Teaching Methods

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

15. 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?

16. 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)

17. 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)

18. 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.

19. 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.

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

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

22. Teaching for understanding
Conceptual change
MOVING FROM KNOWING FACTS TOWARD
DEEP UNDERSTANDING THROUGH
CONCEPTUAL CHANGE
Conceptual
Changel
Knowing
Understanding

23. 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”.

24. 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.

25. 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.

26. 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

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

28. 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.

29. 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

30. 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.

31. 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

32. 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?

33. 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?

34. APPLICATION OF CONCEPTUAL CHANGE THEORY TO THE CLASSROOM