Life Sciences Methodology 2024 PDF

Life Sciences Methodology LFM22ES 2024 LFM22ES_2024  This Photo by Unknown Author is licensed under CC BY-SA-NC CONSTRUCTIVISM...

Life Sciences Methodology LFM22ES 2024 LFM22ES_2024  This Photo by Unknown Author is licensed under CC BY-SA-NC CONSTRUCTIVISM Slides prepared from prescribed textbook Ahmad J., 2011. Teaching of Biological Sciences This Photo by Unknown Author is licensed under CC BY LFM22ES_2024 Outcomes of presentation Define and compare constructivism and behaviourism Discuss constructivist learning design Elaborate on the Five Es of constructivism Constructivist classroom, teacher and lesson Compare and discuss the suitability of the two approaches in Life Science teaching LFM22ES_2024 Constructivism definition Is a learning theory that suggests learners actively construct their own knowledge and understanding rather than passively receiving information. It emphasizes the importance of personal experiences, social interactions, and reflection in the learning process (Ahmed, 2011) LFM22ES_2024 Behaviourism Behaviourism in education/behavioural learning theory is a branch of psychology that focuses on how people learn through their interactions with the environment Behaviourists believe that knowledge does not depend on introspection but rather it incorporates the genetics, personal experiences and prevailing situations in the life of the learner. It completely disregards the internal mental state of the learner rather that knowledge is the result of external observations (Ahmed, 2011). LFM22ES_2024 Table 1: A comparison of constructivism and behaviourism Look at the pdf table first to compare differences Our focus will be on the constructivist approach for the Life Sciences educator, his/her classroom and lesson preparation LFM22ES_2024 Discuss: Which statements apply to a constructivism or behaviourism approach and why? 1. A Life Sciences teacher has prepared a lesson on the animal and plant cell and brought plastic bags, strings, small tennis balls, coke caps, elastic bands, beans, card boards etc. and asks the learners to construct either a plant or animal cell. 2. Welile’s teacher has observed that when she gives Welile a gold star on her classwork, she becomes motivated to do her homework as well. Every day the teacher gives Welile a gold star. LFM22ES_2024 Which Approach for the Life Sciences Teacher? Both BEHAVIOURISM and CONSTRUCTIVISM are suitable to teach Life Sciences. WHY? The teachers’ decision on which approach to use will be based on the following Content to be taught Resources that are available Teacher ability Teachers’ communication and presentation skills Time for the lesson/topic to be taught LFM22ES_2024 Constructivist Epistemology It is concerned with the mind's relation to reality. What is it for this relation to be one of knowledge? Do we know things? And if we do, how and when do we know things? For example: How do you know that a plant cell has a cell wall and membrane, but an animal cell only has a membrane? Learnt in grade 4? Maybe you have seen diagrams comparing the two? Therefore, LFM22ES_2024 it comes from your Six Constructivist Epistemology Example: If someone told 1. Knowledge is a way of you that the Earth is flat, making sense of experiences and when we reach the 2. Its an interpretation that end, we will fall off. What depends on individuals' would your response be? abilities 3. It’s a personal and private activity Or if they said the light 4. It’s a construction of reality phase of photosynthesis 5. Determined by existing does not need photons of knowledge, social context etc. light to stimulate 6. Acquiring knowledge is a chemical reactions. What personal construction would your response be? LFM22ES_2024 Types of Constructivism 1. Cognitive Focuses on the idea that learning should be related Knowledge develops from how people interact with e 2. Social Asserts that knowledge and reality are a product of t The individual is at the center of the knowledge crea 3. Cultural Merges these ideas by viewing learning and knowledge constru 4. Radical 5. Cybernetic LFM22ES_2024 Constructivist Theorist/Pedagogical Content Knowledge  Jean Piaget: Focused on individual cognitive development and how children construct knowledge through interaction with their environment.  Lev Vygotsky: Emphasised the role of social interaction and culture in knowledge construction. He claimed that there was a This Photo by Unknown Author is licensed under genetic and development factors that affect learners. CC BY  John Dewey: Advocated for experiential learning and connecting classroom learning to real-life experiences. LFM22ES_2024 This Photo by Unknown Author is licensed under CC BY-SA  Knowledge is Types of  Constructed rather than transmitted or a Constructi  Reflective (critical thinking that reflects on experie vism Approaches to  Learning is constructivism share common cores  Facilitated by learners’ cognitive structures i.e. you  Cognitive structure are always developing  To develop a learners cognitive ability required know LFM22ES_2024 Constructivist Learning design 1. Develop a situation for students about the process of learning 2. Group the student and give them learning material (the teacher) 3. Bridge the gap between what the learners already know and what you as the teacher want them to learn 4. Questions that may be asked the teacher should anticipate them prior and be prepared. 5. Exhibits by learners must be encouraged i.e. learner presents and shares information 6. Reflections are to be done by the teacher, asking did I facilitate appropriately and were numbers 1-5 executed? LFM22ES_2024 LFM22ES_2024 FIVE Es Image LFM22ES_2024  The FIVE Es of Constructivism 1. Learners identify and encounter instruction and make a link from previous experiences to present to be learnt 2. Learners get directly involved with the topic at hand and link personal experiences. Teacher facilitates and guides 3. Explanations about the topic are brought forward by learners and then teacher makes sense of it 4. Connections of past knowledge by students to make sense of new knowledge 5. Evidence of learning to guide teacher on future planning, this is a continuous process LFM22ES_2024 The Constructivist Teacher 1. Good subject knowledge and 6. Teacher must try and give pedagogical knowledge individual attention and (instructional methodologies) cater to specific learner need 2. An understanding of other 7. Encouragement of learners subjects related to Life to participate and voice Sciences opinions when asked 3. Correlate different subject 8. The teacher should always topics to deliver a point ask learners questions 4. Relate content with the real before presenting a topic environment, nature, society, 9. Teacher should use learners’ daily lives etc. terminology such as 5. Teacher must guide and ‘classify, analyze, create’ facilitate learning etc. LFM22ES_2024 Table 2: A comparison of a traditional versus a constructivist teachers’ classroom INTERACTIVE BALANCE ACTIVITY BETWEEN STUDENTS AND LEARNERS SIZE OF CLASS PREFERABLY SMALL PROVIDE HANDS ON EXPERIENCE TO LEARNERS FOCUS ON REALISTIC APPROACHES TO REAL LIFE PROBLEMS INSTRUCTIONAL GOALS SHOULD BE NEGOTIATED NOT IMPOSED LFM22ES_2024 A Constructivist Lesson LFM22ES_2024 Lesson must 3. EXPLAINATIONS AND SOLUTIONS Communicate ideas Construct new explanations 1. INTRODUCTION Peer evaluation Put questions to the Assemble appropriate class closure Listen and consider all 4. ACTION TAKING points Make decisions Note unexpected 2. CONTINUING THE Apply knowledge and skill answers, LESSON constructed in the lesson misconceptions Display a model/collect Share ideas and data information Do physical experiment Develop ideas Engage learners Learners debate solutions/problems etc Collect data by asking peers LFM22ES_2024 Discuss with your neighbour 1. What do you mean by constructivism? 2. Define behaviourism in your own words? 3. Differentiate between the two different types of approaches. LFM22ES_2024 Homework 1. Compare the strengths and weaknesses of socio- cultural approach to teaching to that of constructivism. (Ref: Learn to teach) LFM22ES_2024