Learning High School Biology in a Social Context

Abstract

In this research, we developed a process that helped students connect cell and molecular biology concepts with problems in context of their lives. Specifically, we supplemented traditional teaching with problem, project and inquiry based laboratories, without changing the structure of the mandated biology curriculum. We ran the process twice, following the classroom based action research model. Our initial foray exhibited better student-developed projects and a modest improvement of test grades. Second time we compared changes in problem solving skills, attitude toward reading, writing and problem solving and improvement of traditional test grades from the beginning and end of the school year. This process made the biological concepts so interesting that by the end of the year nearly all students significantly (t (55) = −8.95, p ≤ 0.05) improved problem-solving skills and some students went further to develop and solve independent inquiries. They also exhibited improved attitude towards reading, writing and problem solving. However, we didn't observe any causal relationship between improvement of problem solving skills and test grade, since its trend showed little difference between first and second trial.

Effects of context-based approaches on high school students’ epistemological beliefs

“…For instance, Tsai (2006) indicated that biological information was perceived by high school pupils as being less certain than knowledge in other science fields, like physics. In contrast, Basu et al (2017) found that most students believed that science was an impossible miracle that only highly qualified professionals could perform. The authors concluded that students' epistemic beliefs might have connection to their biology learning.…”

Modelos De Dentes De Mamíferos Impressos Em 3d E Sua Aplicação Ao Ensino De Ciências Biológicas

“…A falta de conexão da teoria com aplicações práticas dos conteúdos de biologia no ensino superior leva ao desinteresse dos alunos, comprometendo sua aprendizagem. Desta forma, vê-se como importante que o aluno tenha oportunidade de experimentar o mundo tangível durante as aulas, tornando-se protagonista do processo educativo no qual está inserido (Basu et al 2017).…”