背景(考古学)
教学方法
数学教育
任务(项目管理)
教学中心
计算机科学
心理学
生物
工程类
古生物学
系统工程
作者
Piotr Mazowiecki-Kocyk
出处
期刊:American Biology Teacher
[University of California Press]
日期:2021-09-01
卷期号:83 (7): 436-440
被引量:2
标识
DOI:10.1525/abt.2021.83.7.436
摘要
Conceptual teaching was developed three decades ago as an alternative to conventional teaching approaches. It promised a significant shift in teaching practices across different disciplines and age groups. Traditionally, science subjects in high school tend to be content-heavy. Teaching science, especially biology, is still rooted in teaching methods that facilitate factual understanding and low-road transfer of knowledge. As a result, students’ knowledge remains compartmentalized. Students rarely make connections with other disciplines and transfer their biological knowledge to new situations. Bringing concepts to biology is a challenging task. Despite compelling evidence for concept-based teaching, there are few examples of how it can be implemented and replace content-based teaching. This article describes the changes to teaching instructions in biology over the last decade as well as the main challenges that prevent incorporating novel teaching approaches in a biology classroom. The author suggests concept-based teaching as an effective alternative to conventional, content-focused teaching and offers some ideas for implementing concepts into teaching biology in the context of blended learning.
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