Course Identification

The course will bridge between aspects of research in science education and the biology teachers' classroom practice. The courses will focus on

1. Teacher Pedagogical Content Knowledge (PCK),
2. Constructing and using core ideas and cross-cutting concepts to improve teaching and learning,
3. Scientific inquiry and practices:  Definitions and the inquiry cycle,
4. Students misconceptions and perceptions of students' alternative concepts,
5. Exploring models in the biology classroom

 Upon successful completion of this course students should be able to:

1. Bridge between aspects of research in science education and the biology teachers' classroom practice
2. The students' group will function as a supportive community of colleagues, by means of collaborative thinking and several stages of feedback at the meetings. Continuous assessment will be applied.
3. Assessment of the course will combine submission of assignments during the semester, a full action research report at the end of the semester (50%), and ongoing participation tasks on the course website (40%).

PCK (one article from the list)

Mientus, L., Hume, A., Wulff, P., Meiners, A., & Borowski, A. (2022). Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review. Education Sciences, 12(6), 385.‏

Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.‏

Core ideas and crosscutting concepts (two articles from the list)

Chatzikyriakidou, K., Tacloban, M. J., Concepcion, K., Geiger, J., & McCartney, M. (2021). Student association of lecture content with the five core concepts of biology: novel results from an introductory biology course. Journal of Microbiology & Biology Education, 22(2), e00105-21.‏

‏ Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching, 23(5), 596-610

Osborne, J., Rafanelli, S., & Kind, P. (2018). Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning. Journal of Research in Science Teaching, 55(7), 962-981.‏

Rafanelli, S., & Osborne, J. (2020). How Might the Next Generation Science Standards Support Styles of Scientific Reasoning in Biology?. The American Biology Teacher, 82(9), 579-583.

Scientific inquiry and practices (two articles from the list)

Akuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry?based practical work. Journal of Research in Science Teaching, 56(5), 619-648.‏

Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265-278.

Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196.‏

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.‏

Sadeh, I., & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: Open or guided?. Research in Science Education, 42(5), 831-848.

Students' misconceptions and perceptions of students' alternative concepts (one article from the list)

Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989-1008.‏‏

Machová, M., & Ehler, E. (2021). Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education, 1-14.

Models

Bryce, C. M., Baliga, V. B., De Nesnera, K. L., Fiack, D., Goetz, K., Tarjan, L. M., ... & Ash, D. (2016). Exploring models in the biology classroom. The American Biology Teacher, 78(1), 35-42.‏

Recommended reading

Bravo Gonzalez, P., & Reiss, M. J. (2021). Science teachers’ views of creating and teaching Big Ideas of science education: experiences from Chile. Research in Science & Technological Education, 1-21.

Brownell, S. E., Wenderoth, M. P., Theobald, R., Okoroafor, N., Koval, M., Freeman, S., ... & Crowe, A. J. (2013). How students think about experimental design: novel conceptions revealed by in-class activities. BioScience, 64(2), 125-137.

Cary, T. L., Wienhold, C. J., & Branchaw, J. (2019). A biology core concept instrument (BCCI) to teach and assess student conceptual understanding. CBE—Life Sciences Education, 18(3), ar46.‏

Chatzikyriakidou, K., & McCartney, M. (2022). Integrating the Five Core Concepts of Biology into Course Syllabi to Advance Student Science Epistemology and Experimentation Skills. Trends in Teaching Experimentation in the Life Sciences, 69-87.

Coley, J. D., & Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. CBE—Life Sciences Education, 14(1), ar8.

Dogan, O. K. (2021). Methodological? Or dialectical?: Reflections of scientific inquiry in biology textbooks. International Journal of Science and Mathematics Education, 19(8), 1563-1585.‏‏‏

Thuneberg, H., Salmi, H., Vainikainen, M. P., Hienonen, N., & Hautamäki, J. (2022). New curriculum towards Big ideas in science education. Teachers and Teaching, 1-21.‏‏‏

PCK (one article from the list)

Mientus, L., Hume, A., Wulff, P., Meiners, A., & Borowski, A. (2022). Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review. Education Sciences, 12(6), 385.‏

Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.‏

Core ideas and crosscutting concepts (two articles from the list)

Chatzikyriakidou, K., Tacloban, M. J., Concepcion, K., Geiger, J., & McCartney, M. (2021). Student association of lecture content with the five core concepts of biology: novel results from an introductory biology course. Journal of Microbiology & Biology Education, 22(2), e00105-21.‏

‏ Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching, 23(5), 596-610

Osborne, J., Rafanelli, S., & Kind, P. (2018). Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning. Journal of Research in Science Teaching, 55(7), 962-981.‏

Rafanelli, S., & Osborne, J. (2020). How Might the Next Generation Science Standards Support Styles of Scientific Reasoning in Biology?. The American Biology Teacher, 82(9), 579-583.

Scientific inquiry and practices (two articles from the list)

Akuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry?based practical work. Journal of Research in Science Teaching, 56(5), 619-648.‏

Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265-278.

Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196.‏

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.‏

Sadeh, I., & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: Open or guided?. Research in Science Education, 42(5), 831-848.

Students' misconceptions and perceptions of students' alternative concepts (one article from the list)

Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989-1008.‏‏

Machová, M., & Ehler, E. (2021). Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education, 1-14.

Models

Bryce, C. M., Baliga, V. B., De Nesnera, K. L., Fiack, D., Goetz, K., Tarjan, L. M., ... & Ash, D. (2016). Exploring models in the biology classroom. The American Biology Teacher, 78(1), 35-42.‏

Recommended reading

Bravo Gonzalez, P., & Reiss, M. J. (2021). Science teachers’ views of creating and teaching Big Ideas of science education: experiences from Chile. Research in Science & Technological Education, 1-21.

Brownell, S. E., Wenderoth, M. P., Theobald, R., Okoroafor, N., Koval, M., Freeman, S., ... & Crowe, A. J. (2013). How students think about experimental design: novel conceptions revealed by in-class activities. BioScience, 64(2), 125-137.

Cary, T. L., Wienhold, C. J., & Branchaw, J. (2019). A biology core concept instrument (BCCI) to teach and assess student conceptual understanding. CBE—Life Sciences Education, 18(3), ar46.‏

Chatzikyriakidou, K., & McCartney, M. (2022). Integrating the Five Core Concepts of Biology into Course Syllabi to Advance Student Science Epistemology and Experimentation Skills. Trends in Teaching Experimentation in the Life Sciences, 69-87.

Coley, J. D., & Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. CBE—Life Sciences Education, 14(1), ar8.

Dogan, O. K. (2021). Methodological? Or dialectical?: Reflections of scientific inquiry in biology textbooks. International Journal of Science and Mathematics Education, 19(8), 1563-1585.‏‏‏

Thuneberg, H., Salmi, H., Vainikainen, M. P., Hienonen, N., & Hautamäki, J. (2022). New curriculum towards Big ideas in science education. Teachers and Teaching, 1-21.‏‏