Science Teaching and Learning: An International Comparative Perspective

Prenzel, Manfred; Seidel, Tina; Kobarg, Mareike

doi:10.1007/978-1-4020-9041-7_44

Cited by 8 publications

(5 citation statements)

References 6 publications

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“…This trend is especially visible in secondary schools (Tröbst et al, 2016). It has been suggested that secondary education introduces the compartmentalization of science and subject-specific teaching instructions that are less student centered (Shrigley, 1983;Prenzel et al, 2012).…”

Section: Exploration Meansmentioning

confidence: 99%

A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning

Mazowiecki-Kocyk¹

2021

The American Biology Teacher

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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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Section: Exploration Meansmentioning

confidence: 99%

A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning

Mazowiecki-Kocyk¹

2021

The American Biology Teacher

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“…Il ressort des résultats que les items et les échelles de pratiques pédagogiques en sciences permettent de décrire avec précision l'enseignement des sciences en classe. De plus, une comparaison des tendances entre les pays permet d'analyser en détail la performance des élèves et leur intérêt pour les sujets scientifiques (Kobarg et al, 2011 ;Prenzel, Seidel et Kobarg, 2012).…”

Section: Pratiques Pédagogiques En Sciences (Module 2)unclassified

Cadre d'évaluation et d'analyse de l'enquête PISA 2015

2018

Pisa

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“…The results indicate that the items and scales for science teaching practices are applicable to in-depth descriptions of science teaching in the classroom. Moreover, a comparison of the patterns allows for detailed analyses of both students' science performance and students' interest in science topics across countries (Kobarg et al, 2011;Prenzel, Seidel and Kobarg, 2012). The teaching-practices items are developed and chosen in order to discriminate between different patterns of teaching.…”

Section: Science Teaching Practices (Module 2)mentioning

confidence: 99%

PISA 2015 Science Framework

2017

Pisa

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This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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Science Teaching and Learning: An International Comparative Perspective

Cited by 8 publications

References 6 publications

A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning

A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning

Cadre d'évaluation et d'analyse de l'enquête PISA 2015

PISA 2015 Science Framework

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