Teacher perceptions of the development of one school’s own concept-based curriculum programme and its intended and unintended outcomes: A case study of an International Baccalaureate World School in the United Arab Emirates

Sunder, Sudha

doi:10.1177/1475240916669083

Cited by 1 publication

(1 citation statement)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers have attempted to categorize scientific concepts by their level of abstraction (Little, 2017). However, definitions and interpretations of the scientific concepts significantly differ and thus become challenging for teachers to understand and implement into learning experiences (Sunder, 2016). Milligan and Wood (2010) brought up another issue: appropriateness of concepts depending on the learner' s age and cognitive abilities.…”

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

View full text Add to dashboard Cite

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.

show abstract

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

View full text Add to dashboard Cite

show abstract

Teacher perceptions of the development of one school’s own concept-based curriculum programme and its intended and unintended outcomes: A case study of an International Baccalaureate World School in the United Arab Emirates

Cited by 1 publication

References 21 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

Contact Info

Product

Resources

About