As teachers we shouldn't tell students about Biology so much. If we encourage students to be observant, allow them opportunities to make their own discoveries we might just kindle a life-long interest in Biology. In this short discussion Aoife McLysaght, Professor in the Molecular Evolution Laboratory of the Smurfit Institute of Genetics, University of Dublin, describes how her high school Biology teacher excited her about Genetics and helped her to realise that she enjoyed observing and solving problems in Biology. This short clip made me pause for thought about the way I teach Biology in the IB Diploma. It is an extract from an excellent Genetics Society podcast.
What did you notice about Aoife's outstanding Biology teacher? He had a PhD? No. The most impressive thing seemed to be that he managed somehow to bring the essence of scientific discovery into the class room and did something which provided the students with an opportunity to notice a pattern and make their own discoveries. I was disappointed to hear that the structure of the eye was, "boring", it's far from that, but it's true that learning labels on a diagram is not the best way to learn Biology.
This discussion reminded me about a workshop session I attended some years ago where the presenter showed how holding on to a vital piece of information could be a strong motivational trick to get students eager to find out more about a topic. Is it only bright students with the potential to become genetics professors who will be motivated by this? Doesn't everyone prefer to solve a puzzle than to copy the answer to that puzzle?
Where are the puzzles in IBDP Biology? Stepping through genetics problems and applying these skills? (
Gene Linkage 1) Evaluating the contributions of scientists in the discovery of the ovum in human reproduction? (
Harvey and the search for ova) Searching for the experimental evidence which falsified early ideas about membrane structure?
(Falsification of membrane structures) Estimating the mitotic index in human cancer tissue and reaching a prognosis about the severity of the tumour? (
Mitotic index & cancer) These ideas try to engage students in solving problems or stepping through historical puzzles in Biology.
How can we, as Biology teachers, walk students through solving a puzzle when learning the structure of the eye? What suggestion, like the ATG methionine codon, could be given to students about the eye which will be the key to giving students the experience of working something out themselves instead of copying the labels?
The following suggestions are adapted from a Canadian primary teacher. (www.learningbyinquiry.com) While I don't yet know any solutions to the boringness of labelling the parts of the eye, these ideas may help to find them.
Begin with a purposeful provocation? What puzzle can your students solve? Is there a surprising to do, or demo?
Consider student interest. What are your students curious about?
Let students explore with minimal intervention. When students are engaged they guide themselves.
Consider the flow. Where are students likely to begin? What questions might they have? Try to anticipate the steps to a solution which students may take.
Work backwards from the curriculum to the provocation. What clues could form the beginnings of a puzzle leading students to learning about the stucture of the heart or the human digestive system?
