NCBI Bookshelf. Half of all science classes relate to the biological sciences Weiss, It is safe to say that biology is taken by the majority of high-school students. And for many of those students, biology is the last science course they will take. It is absolutely essential to consider the demographics of education as we look for a reform of biology education.
What Is Innovative Teaching?
In All One SystemHarold Hodgkinson presents demographic trends—changes in population groupings that move through the educational system. Hodgkinson summarized his findings p. What is coming toward the educational system is a group of children who will be poorer, more ethnically and linguistically diverse, and who will have more handicaps that will affect their learning. Most important, by around the yearAmerica will be a nation in which one of every three of us will be non-white.
And minorities will cover a broader socioeconomic range than ever before, making simplistic treatment of their needles. Other national reports serve to remind us that our educational programs at the precollege level must recognize the personal needs of all youth and the aspirations of society.
This report is a counterpoint to the numerous reports that explicitly or implicitly focus on the college-bound student. Whom are we teaching biology?
We are teaching the majority of students. And we must recognize that the majority is a diverse group, with different needs, perceptions, and aspirations. High-school biology should be designed for all students, those who are college-bound and those who will enter the workforce immediately after high school.
Contemporary research findings about students as learners underlie my discussion of instruction. One finding is that students are motivated to learn science. They are naturally curious about all aspects of the biological world. Whether it is recognizing plants and animals, understanding biotechnology, or investigating ecological systems, students have an interest in their world and seek explanations for how things work.
A second finding is that students already have explanations, attitudes, and skills when a biology lesson begins. Students' explanations, attitudes, and skills may well be inadequate, incomplete, or inappropriate. Contemporary educational researchers use such terms as ''misconceptions" and "naive theories" to characterize the cognitive component of student understanding.
Briefly, students interpret instructional activities in terms of what they already know; then they actively seek to relate new concepts, attitudes, or skills to their prior set of concepts, attitudes, or skills.
The assimilation of new experiences is based on the students' prior experiences, and it may or may not get "learned" the way the teacher intended. Students' learning is accurately viewed as the process of refining and reconstructing extant knowledge, attitudes, and skills, rather than the steady accumulation of new knowledge, attitudes, and skills.
A third finding is that students have different styles of learning. Learning styles have cognitive, affective, and physical components. While instructional strategies vary between and within projects, they are based on the idea that learning style is an aspect of students' learning and should be recognized in the strategies of teaching. The fourth finding is that students pass through developmental stages and that tasks influence learning.
In the s and s, Jean Piaget's theory was popular, and it influenced curriculum development. Piaget's work concentrated on cognitive development.
Current research in the cognitive sciences is, in many respects, an extension of Piaget's theories. Contemporary curriculum development holds a larger view of student development. In addition to cognitive development, we should also attend to the student's ethical, social, and psychomotor development.Have a great class! This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door.
In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher.
Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science.
As a scientist educator, I had had the privilege of many years of collaboration with outstanding K—12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline.
It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It's startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline.
In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate's ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate's teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class.
However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher.
However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education National Research Council,; Siebert and McIntosh,but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions.
Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary Table 1. During the K—12 school years, society expects K—12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift.
Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not tied to student performance, and poor student performance is blamed on students being unmotivated, lazy, or poorly prepared by those science teachers in the precollege arena.
Students would attend an institution of higher learning only if they felt that such attendance was of value to them, and they could judge the product and value for themselves. But times have changed; as our economy becomes more knowledge driven, there is an overflow of students at the doors of colleges and universities seeking a coveted and much needed college degree for advancement in the world.
The need to provide a much larger percentage of the population with higher education has put a further strain on the system, leaving college-bound students with fewer options. Under these circumstances, the contrast between historically compulsory K—12 education and now necessary higher education begins to dim.
Universities and colleges thus have a special obligation to provide the best possible learning environment for all students, even in the face of limited resources, particularly at underfunded state institutions.
That said, real progress might be made in the teaching of the sciences by integrating pedagogical training into the graduate experiences of future science faculty. By providing our budding Ph. Differing emphases in the training and accountability of K—12 and undergraduate science teachers. Participation in the teaching enterprise is to a certain extent already part of the fabric of the science graduate school experience.
50 Innovative Teaching Methods in Science
Indeed, the majority of scientific trainees are used at some point in their graduate career as a graduate teaching assistant Golde and Dore, A recent cross-disciplinary survey of doctoral students revealed that graduate students in the sciences, more than in any other discipline, are required to participate in a teaching assistantship as part of their graduate degree.
Depending on the level of funding available to support graduate training, individual students may teach only minimally for one semester—as is common in graduate programs at medical schools without undergraduate populations—or more commonly, may be engaged throughout their scientific training in continuous employment as a teaching assistant as the primary source of their livelihood.
However, experiencing teaching as a graduate teaching assistant is not in and of itself equivalent to the integration of pedagogical development into graduate study. Teaching assistantships have traditionally been trial-and-error opportunities to teach.I have just secured a great position with Scottish Sea Angling Conservation Network SSACNwho have to provide both scientific papers and government reports on the shark tagging programme in Scotland for both funding and to gain government support for sustainable management and protection of sharks in Scottish waters.
I took along my report from this course as well as my thesis to interview. They were really impressed as it shows how versatile my writing can be and that I can work in a group as well as on my own. Not all students have solid proof of that ability fresh out of uni! I am working in Sea fisheries with Marine Scotland Edinburgh. I'm in the EU negotiations team.
Thank you Our teaching methods are diverse, innovative and based on research on how students learn. Our graduates tell us they really benefit from this approach: I have just secured a great position with Scottish Sea Angling Conservation Network SSACNwho have to provide both scientific papers and government reports on the shark tagging programme in Scotland for both funding and to gain government support for sustainable management and protection of sharks in Scottish waters. Marine Biology Graduate, Innovative teaching is a proactive approach to integrate new teaching strategies and methods into a classroom.
Research on education supports the benefits that certain processes, tools and methods have on learning. Innovative teachers implement new methods before they appeal to mainstream educators. Technology plays a key role in innovative teaching. Innovative teachers use new technology to enhance or expand upon the student experience. The transition from traditional blackboard and overhead projector instruction into computer-aided presentations was innovative. Innovative teachers incorporate tools like tablet computers and mobile devices to offer students a more interactive experience.
Innovative teaching also involves creativity on the part of the teacher. Innovative teachers sometimes reorganize the educational process. In a flipped classroom, the teacher offers students a conventional lecture or knowledge-building experience out of class, such as a video-taped lecture. Students then complete activities, case studies and more lab-based projects in the classroom. The teacher serves as a guide or consultant as students participate. A primary motive of innovative teaching is encouraging students to engage more in the learning process.
When students interact with teachers and peers, they gain more practical experience and retain more information from a class. Home World View. What Are the Qualities for an Ideal Teacher? What Is a Thematic Approach? What Is the Eclectic Approach in Psychology?Call Us Today: or Call or for any enquiries.
A sample of three hundred Biology teachers was purposively and randomly selected for the study. The study was a descriptive research of the survey type, the instrument used to gather the data for analyses was a researcher designed questionnaire known as the Innovative Teaching Strategies Questionnaire ITSQ.
The instrument was validated for data collection by three experts from the Department of Science Education, University of Ilorin, Ilorin, Nigeria. The reliability was determined by test-retest method using Pearson Product Moment Correlation Coefficient and a reliability index of 0. The findings revealed that the biology teachers in Oyo South Senatorial District were highly aware of the selected innovative teaching strategies with the percentage of awareness being The level of utilization of the strategies was high as Qualified teachers should also be posted to schools as they are discovered to be less in number compared to the number of unqualified teachers to give room for effective utilization of these strategies.
Teacher training institutions should include the least and non-utilized strategies found in this study — specifically CAI, Minimalism, Socratic Method, Mind Maps, Project Based, Acronym Memory, Vee Mapping, Constructivism, Field Trip, Checklist, and Analogy into their curricular packages and make deliberate efforts to get the biology teachers acquitted with the use of each of the strategies effectively. The purpose of education is not only to make students literate but also to improve their knowledge, self-sufficiency and their ability to think rationally.
In any society, education is tool for growth and progress because it not only imparts knowledge, skill and right type of values, but, also builds human capital which breeds, drives and sets technological innovation and economic growth. In Nigeria, the National Policy on Education FRN, clearly spells out the objectives of science teaching from pre-primary to tertiary level.
Specifically, at the Secondary level, it entails equipping students to live effectively in our modern age of Science and Technology. It is aimed at all ages of learners of all abilities and interests. Science is a process that helps in the development of the society.
The global change in science curriculum arising from knowledge explosion and new wave in science and technology development demands for qualitative science teaching.
From the range of evidence in the science education literature and studies by AwodiAkpanMaduOkebukolait is clear that science education in Nigeria is faced with numerous problems that need to be addressed. Such problems include the inability of students to engage in complex problem solving activities and also the inability of Nigerian Students to apply school knowledge to real life problems in work place.
The problems need to be addressed so that the goal of equipping students to live efficiently in our modern ages of science and technology as well as the acquisition of appropriate skills, mental, physical and social abilities and competences to live in and contribute to the development of the society, as formulated in the Nigeria National Policy on Education FRN, ; Buseri contends that to meet up with the rapid scientific progress in technology requires the presence of well-trained, efficient, knowledgeable and skillful teachers who are versatile in discharging their duties and responsibility.To browse Academia.
Skip to main content. Log In Sign Up.Curriculum Tree "Learning and Teaching Biology"
Principles and Methods of Teaching Biology. Namiq Mammadov. Students will participate in, design, and implement inquiry based biology lessons while examining the support for inquiry in cognitive science and learning theory.
This course is intended for biology students interested in learning about innovative teaching methods, developing their conceptual knowledge of biology and exploring science teaching as a potential career. Why are there so many different organisms? Each week a BB discussion forum will be established with a driving question to respond to. For every reading, you will be required to post a short discussion paragraphs on Blackboard discussing how the ideas in the article help you answer the posted driving question.
In addition, each reading response should end with at least 2 questions you have about the ideas in the reading. Please post your reading responses by Wednesday evening. Bransford, J. Lederman, N. Reversing the "standard" direction: Science emerging from the lives of African American students.
Journal of Research in Science Teaching, 38 9 Wiggins, G. Understanding by design, Introduction and Chapter 1 Expanded 2nd ed. Science Education Research Studies You will contribute to two science education research studies that will inform our understandings about the current status of science education and common conceptions of biological phenomena.
We will work together in class to design interview questions and to assess the meaning of the data we collect. For each of these studies, you will provide a page paper discussing your findings, what conclusions you gained from your research and how these contribute to your understanding of what good science teaching is.
Inquiry Instructional Plan and Presentation You will work with a partner to design an inquiry instructional plan on a specific biological concept. You and your partner will also share your instructional plans with your classmates through a formal presentation that includes leading your peers through one of your inquiry activities.
See assignment description and rubric for more details.
Science Teaching Fieldwork and Reflections A required component of this course will be weekly field experiences within a local high school science classroom. Your fieldwork will allow you to get to know the contexts of public high schools, to apply the biological and pedagogical understandings you are gaining in the course and to experience the joys and challenges of teaching high school science. The fieldwork sessions are scheduled for a 4 hour block of time once a week. There will be reflection assignment connected to each of your fieldwork sessions.
The reflection assignments challenge you to focus on aspects of a lesson that align with pedagogical topics we are exploring in class. As part of your fieldwork, you will teach three lessons independently in your biology classroom.
You are required to videotape one of your lessons so you can review and reflect upon your actions and those of your students in detail. Reflection foci are outlined in the class chart and the expectations are provided in the reflection rubric. A significant portion of class time will be devoted to group work on inquiry based biology lessons and the development of your instructional plans. Students are expected to be prepared to work i. Final Exam The final exam will be cumulative and will assess your mastery of the biological concepts explored in class and in student instructional plans.
The exam will also assess your ability to critically analyze science teaching strategies and to apply inquiry instructional methods to novel subjects. The rubric will determine the number of points earned out of the total number possible i.
Assignment can be revised to earn a higher number of points, but points lost because an assignment is late cannot be regained.Recommend Documents. A new course has been designed by a multidisciplinary team for a small, subsidiary Hypercard software on Macintosh computers, allowing for a simple point and click routine with Innovative Methods of Teaching. Innovative Methods of Teaching I.
Introduction Page So, any TA at the end of the Innovative teaching methods in Engineering Dr B illustrative - demonstrative: illustration with paintings and drawings. The effect of teaching methods on cognitive achievement in biology Methods in Cell Biology. Use in The publisher makes no warranty, express or implied, with respect to the The use in this publication of trade names, trademarks, service marks, and WoodP.
The theory of education, figuratively speaking, has two levels. R2 What, in the opinion of teachers, are the advantages of innovative teaching methods, what are their Skinner, Thorndike. Pavlov, Watson. Innovative and Technology Based Methods of Teaching Computer Science and Eng. Schools have a multitude of responsibilities, including teaching Teaching Biology in Schools Molecular Biology. Cell Biology.
William F. Human biology. Teaching Methods. Download PDF. If they car. The aim of to the very model bas budget of Interactive computer programs, videos, printed materials and tutorials provide students with varied learning activities, with assessment exercises feeding back to students on their progress through the material.
Self-study materials in the form of a work book were used to structure students' work and played a central role in the self-study program. Timing of activities, tutorials and material submitted for assessment were designed to help motivate students, with a combination of attendance, submitting independent work and feedback in tutorials.