Skip to main content
SpringerLink
Log in

Teaching and Learning Biology

  • Chapter
Science Education

Part of the book series: New Directions in Mathematics and Science Education ((NDMS))

Abstract

Biology is a popular subject. It is popular because many students already have pre-conceived ideas about how biological systems work, which give them confidence about their ability to understand biology.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969.

    Article  Google Scholar 

  • Abrahams, I., & Reiss, M. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035–1055.

    Article  Google Scholar 

  • Aleixandre, M. P. J., & Rodriguez, L. R. (2001). Designing a field code: Environmental values in primary schools. Environmental Education, 7(1), 5–22.

    Article  Google Scholar 

  • Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York, NY: Holt, Rinehart & Winston.

    Google Scholar 

  • Barker, V. (2000). Beyond appearances: Students’ misconceptions about basic chemical ideas. London: Royal Society of Chemistry.

    Google Scholar 

  • Bogner, F. X. (1999). Empirical evaluation of an educational conservation programme introduced in Swiss secondary schools. International Journal of Science Education, 21(11), 1169–1185.

    Article  Google Scholar 

  • Dewey, J. (1910). How we think. London: D.C. Heath and Company.

    Book  Google Scholar 

  • Dougherty, M. (2009). Closing the gap: Inverting the genetics curriculum to ensure an informed public. American Journal of Human Genetics, 85(1), 6–12.

    Article  Google Scholar 

  • Odom, A. L. (1995). Secondary and college biology students’ misconceptions about diffusion and osmosis. The American Biology Teacher, 57(7), 409–415.

    Article  Google Scholar 

  • Harlen, W. (2004). Evaluating inquiry-based science developments. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwidoL_uta7MAhWEtxQKHYE8Dy0QFggfMAA&url=http%3A%2F%2Fstem.gstboces.org%2FShared%2520Documents%2FSTEM%2520DEPLOYMENT%2520PROJECT%2520RESEARCH%2FNAS_paper_eval_inquiry_science.pdf&usg=AFQjCNGUMTodIhVnm-qEmGHKML0O94ySaQ&bvm=bv.120551593,d.d24

  • Hind, A., Lewis, J., Leach, J., & Scott, P. (2002). Teaching science for understanding. Centre for Studies in Science and Mathematics, University of Leeds. Retrieved from http://www.education.leeds.ac.uk/assets/files/research/cssme/PlantNutrScheme.pdf

  • Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning. New York, NY: Macmillan.

    Google Scholar 

  • Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance – do students see any relationship. International Journal of Science Education, 22(2), 177–195.

    Article  Google Scholar 

  • Manzanal, R. F., Barreiro, L. M. R., & Jimenez, M. C. (1999). Relationship between ecology fieldwork and student attitudes toward environmental protection. Journal of Research in Science Teaching, 36(4), 431–453.

    Article  Google Scholar 

  • Millar, R. (2002). Thinking about practical work. In S. Amos & R. Booka (Eds.), Aspects of teaching secondary science: Perspectives on practice. London: Routledge Falmer.

    Google Scholar 

  • Mills Shaw, K. R., Van Horne, K., Zhang, H., & Boughman, J. (2008). Essay contest reveals misconceptions of high school students in genetics content. Genetics, 178(3), 1157–1168.

    Article  Google Scholar 

  • New Economics Foundation. (2004). Forest school evaluation project. A study in Wales: April to November 2003. London: NEF.

    Google Scholar 

  • Nundy, S. (1999). The fieldwork effect: the role and impact of fieldwork in the upper primary school. International Research in Geographical and Environmental Education, 8(2), 190–198.

    Article  Google Scholar 

  • Nundy, S. (2001). Raising achievement through the environment: The case for fieldwork and field centres. Doncaster: National Association of Field Studies Officers.

    Google Scholar 

  • Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097–1119.

    Article  Google Scholar 

  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. London: National Foundation for Educational Research/ King’s College.

    Google Scholar 

  • Wellington, J. (1998). Practical work in school science. Which way now? London: Routledge.

    Book  Google Scholar 

  • Winterbottom, M. (2011). Transport in organisms. In M. Reiss (Ed.), Teaching secondary biology. London: Hodder Education.

    Google Scholar 

Download references

Authors
  1. Mark Winterbottom
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Cambridge, UK

    Keith S. Taber

  2. Science Teachers Association of Nigeria, Nigeria

    Ben Akpan

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Winterbottom, M. (2017). Teaching and Learning Biology. In: Taber, K.S., Akpan, B. (eds) Science Education. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-749-8_25

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-749-8_25

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-749-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation