Abstract
We investigated biology instruction-using a generic framework of scientific reasoning and argumentation (SRA) with eight epistemic activities-on how to foster student learning in biological literacy which had not been clarified in previous studies. Our analysis of videotaped biology lessons and student achievement showed varying frequencies in using these activities and their effects on achievement. Those students taught with more epistemic activities had higher achievement. We believe that the SRA framework can be a worthwhile methodical tool for teaching biology to foster student learning. Therefore, we draw practically orientated implications for educational research, practitioners, teacher educators, and curriculum developers.
Item Type: | Journal article |
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Faculties: | Biology > Department Biology I |
Subjects: | 500 Science > 570 Life sciences; biology |
ISSN: | 0742-051X |
Language: | English |
Item ID: | 67667 |
Date Deposited: | 19. Jul 2019, 12:23 |
Last Modified: | 04. Nov 2020, 13:49 |