ERIC Number: EJ1313356
Record Type: Journal
Publication Date: 2021-Sep
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-7685
EISSN: N/A
A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning
Mazowiecki-Kocyk, Piotr
American Biology Teacher, v83 n7 p436-440 Sep 2021
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.
Descriptors: Science Instruction, Concept Teaching, Biology, Blended Learning, Educational Change, Instructional Innovation, Scientific Concepts, Conventional Instruction, Instructional Effectiveness
University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A