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      Senior high school student biology learning in interactive teaching

      Lu, Tan-Ni; Cowie, Bronwen; Jones, Alister
      DOI
       10.1007/s11165-008-9107-8
      Link
       link.springer.com
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      Citation
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      Lu, T.-N., Cowie, B., & Jones, A. (2010). Senior High School Student Biology Learning in Interactive Teaching. Research in Science Education, 40(2), 267-289.
      Permanent Research Commons link: https://hdl.handle.net/10289/8359
      Abstract
      This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.
      Date
      2010
      Type
      Journal Article
      Publisher
      Springer
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      • Education Papers [1316]
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