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Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 16 (Dec., 2016) |
Investigating the use of term recall and recognition tools in learning terminology and concepts in a senior biology classroom
Merrin EVERGREEN, Rebecca COOPER* and John LOUGHRAN
Monash University
Faculty of Education, 29 Ancora Imparo Way，Monash University VIC 3800, AUSTRALIA
*Corresponding author's E-mail: Rebecca.cooper@monash.edu
Received 27 Sep., 2016
Revised 22 Dec., 2016
Contents
- Abstract
- Introduction
- Research approach
- Results
- Teaching procedure 1: Term Recall - before & now
- Teaching procedure 2: Term Recognition cards and worksheets
- Inclusion of term recall tools to probe students’ perceptions of how they learn new terminology
- Personal learning about recall and recognition teaching procedures
- Conclusion
- References
This paper investigated the use of term recall and recognition tools for learning terminology and concepts in a senior biology classroom. The paper responded to a set of research questions from a teacher researcher perspective, making use of data collected from the teacher researcher's classrooms over several years, based on the implementation of two teaching strategies. Findings indicated that while looking for a teaching procedure to support a specific purpose may seem a simple task, in reality it was a complex task. However, the complexity lead to a greater awareness of the teacher researcher's teaching practice and inspiration to develop ideas for new and enhanced practice.
