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Direct linkvan Mil, Marc H. W.; Postma, Paulien A.; Boerwinkel, Dirk Jan; Klaassen, Kees; Waarlo, Arend Jan – Science Education, 2016
Although learning about DNA, RNA, and proteins is part of the upper secondary biology curriculum in most countries, many studies report that students fail to connect molecular knowledge to phenomena at the higher level of cells, organs, and organisms. As a result, many students use memorization and rote learning as a coping strategy when presented…
Descriptors: Molecular Biology, Cytology, Genetics, Biological Sciences
Cullinane, Alison; Liston, Maeve – Irish Educational Studies, 2016
It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present…
Descriptors: Foreign Countries, Exit Examinations, Biology, Science Tests
Download full textHofferber, Natalia; Eckes, Alexander; Wilde, Matthias – European Journal of Educational Research, 2014
Grolnick and Ryan (1987) assume that an autonomy supportive environment leads to higher learner engagement and thus to greater achievements and deeper understanding of content. In school, knowledge acquisition (rote learning as well as conceptual learning) are regarded as most important. In this study, we examined the effects of teachers' autonomy…
Descriptors: Teacher Student Relationship, Personal Autonomy, Academic Achievement, Rote Learning
