Effective Teaching strategies in biological education: present and future prospects

Noreldaim Elkhidir

Abstract


Objective: The aim of this study is to explore the diversity of teaching strategies in biological education and expected results on acquisition of knowledge and fulfillment of learning outcomes in an attempt to identify which strategies work best with biology students. Methods: Three databases and search engines were used: Scopus, Google Scholars and Web of Science. Results: The teaching of biological sciences is experiencing evident transformations towards student-centered learning. As educational goals are being modernized in biology at present times. The more computer modelling, simulations and problem-based learning become part of the teaching strategy, the teaching of biology becomes more learner-centered to enhance learners’ critical thinking on complex biological processes.


Keywords


teaching strategies

Full Text:

PDF

References


Helikar, T., Cutucache, C. E., Dahlquist, L. M., Herek, T. A., Larson, J. J., & Rogers, J. A. (2015). Integrating interactive computational modeling in biology curricula. PLoS Comput Biol, 11(3), e1004131.

American Association for the Advancement of Science (AAAS) (2011) Vision and Change in Undergraduate Biology Education. http://visionandchange.org/. Accessed 20 December 2013.

Guerra-Varela, J., Cabezas-Sainz, P., Yebra-Pimentel, E., Gutiérrez-Lovera, C., Cedrón, V. P., Otero Obarrio, M. A., ... & Sánchez, L. (2016). “A zebra in the water”: Inspiring science in Spain. Zebrafish, 13(4), 241-247.

Augusto, I., Monteiro, D., Girard-Dias, W., dos Santos, T. O., Belmonte, S. L. R., de Oliveira, J. P. & Nogueira, B. V. (2016). Virtual reconstruction and three-dimensional printing of blood cells as a tool in cell biology education. PloS one, 11(8).

Satyaprakasha, C. V., & Sudhanshu, Y. (2014). Effect of multimedia teaching on achievement in Biology. International Journal of Education and Psychological Research (IJEPR), 3(1), 43-45.

Li, Y. (2017). Research and application of the teaching mode with the integration of multimedia technology and teaching management. AGRO FOOD INDUSTRY HI-TECH, 28(1), 2764-2768.

Yang, D. L., Guo, T., & Zhang, L. G. (2015). The application of network in the experimental teaching of food technology based on cloud computing. Advance Journal of Food Science and Technology, 9(10), 789-793.

Fred Janssen & Arend Jan Waarlo (2010) Learning Biology by Designing, Journal of Biological Education, 44:2, 88-92.

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Altman, D., Antes, G. & Clark, J. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (Chinese edition). Journal of Chinese Integrative Medicine, 7(9), 889-896.

Hilvano, N. T., Mathis, K. M., & Schauer, D. P. (2014). Collaborative Learning Utilizing Case-Based Problems. Bioscene: Journal of College Biology Teaching, 40(2), 22-30.

Connell, G. L., Donovan, D. A., & Chambers, T. G. (2016). Increasing the use of student-centered pedagogies from moderate to high improves student learning and attitudes about biology. CBE—Life Sciences Education, 15(1), ar3.

Mark A. Wyn Steven J. Stegink. (2000). Role-Playing Mitosis. The American Biology Teacher. 62(5) 378-382.

Stencel, J. & Barkoff, A. (1993). Protein synthesis: Role-playing in the class-room. The American Biology Teacher, 55(2), 102–103

Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N. & Su, T.T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122–124.

Thaman, R., Dhillon, S., Saggar, S., Gupta, M. & Kaur, H. (2013). Promoting active learning in respiratory physiology – positive student perception and improved outcomes. National Journal of Physiology, Pharmacy & Pharmacology, 3, 27–34.

Jones, H., Black, B., Green, J., Langton, P., Rutherford, S., Scott, J., & Brown, S. (2015). Indications of knowledge retention in the transition to higher education. Journal of Biological Education, 49(3), 261-273.

Van Nuland, M. E., Chen, M., & England, B. J. (2019). Bringing Plants & Soils to Life through a Simple Role-Playing Activity. The American Biology Teacher, 81(4), 287-290.

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.

Colosi, J. C., & Zales, C. R. (1998). Jigsaw cooperative learning improves biology lab courses. Bioscience, 48(2), 118-124.

Tanner, K., Chatman, L. S., & Allen, D. (2003). Approaches to cell biology teaching: cooperative learning in the science classroom—beyond students working in groups. Cell biology education, 2(1), 1-5.

Wilke, R. R., & Straits, W. J. (2005). Practical advice for teaching inquiry-based science process skills in the biological sciences. The American Biology Teacher, 534-540.

Schmid, S., & Bogner, F. X. (2019). Hearing: An Inquiry-Based Learning Module Linking Biology & Physics. The American Biology Teacher, 81(7), 485-489.

Lubkowitz, M., Koch, K., Weil, C., & Braun, D. M. (2017). A question-based approach to teaching photosynthesis, carbohydrate partitioning, and energy flow. The American Biology Teacher, 79(8), 655-660.

Kiernan, D. A., & Lotter, C. (2019). Inquiry-Based Teaching in the College Classroom: The Nontraditional Student. The American Biology Teacher, 81(7), 479-484.

Holt, E. A., Young, C., Keetch, J., Larsen, S., & Mollner, B. (2015). The greatest learning return on your pedagogical investment: alignment, assessment or in-class instruction? PloS one, 10(9).

Vásquez, E. C., Ramos-Robles, M. I., & Morales-Linares, J. (2018). The Ecological Interactions Olympiad: A Classroom Activity for Reinforcing Scientific Knowledge. The American Biology Teacher, 80(5), 365-369.

Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.




DOI: https://doi.org/10.23954/osj.v5i4.2550

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Open Science Journal (OSJ) is multidisciplinary Open Access journal. We accept scientifically rigorous research, regardless of novelty. OSJ broad scope provides a platform to publish original research in all areas of sciences, including interdisciplinary and replication studies as well as negative results.