The articulation of the development of teacher knowledge during the implementation of new teaching procedures to enhance student understanding of molecular biological concepts

Abstract

This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning.

Keywords:

• Teacher knowledge
• teacher research
• pedagogical reasoning
• learning biology terminology
• teaching procedures

Notes

1. VCE comprises the final two years of secondary (high) school education. Traditionally Units 1 & 2 are in the second last year (Year 11) and Units 3 & 4 are in the final year (Year 12). However, students can accelerate their study and complete some Units 1 & 2 in Year 10 and therefore study some Units 3 & 4 in Year 11. The school year is a calendar year comprising four 10-week terms with two-week breaks between each term across the year.