{"title":"The “golden key”: A novel approach to teaching/learning Biology in a secondary school in Brazil: A cultural historical activity theory approach.","authors":"J. Hardman, V. Borget Corte","doi":"10.20853/37-3-4313","DOIUrl":null,"url":null,"abstract":"The importance of developing students’ conceptual understanding of biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue to underperform in this important scholastic area due in large part to not engaging in the deeper concepts taught. In this article we investigate an interdisciplinary approach to teaching biology in a school in Brazil. We draw on the theoretical concepts provided by Cultural Historical Activity Theory (CHAT) to unpack how interdisciplinary teaching, across different activity systems, can lead to shifts in the activity systems, with students developing a deeper conceptual understanding of biology. Seven teachers (from chemistry, biology, the arts","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20853/37-3-4313","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The importance of developing students’ conceptual understanding of biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue to underperform in this important scholastic area due in large part to not engaging in the deeper concepts taught. In this article we investigate an interdisciplinary approach to teaching biology in a school in Brazil. We draw on the theoretical concepts provided by Cultural Historical Activity Theory (CHAT) to unpack how interdisciplinary teaching, across different activity systems, can lead to shifts in the activity systems, with students developing a deeper conceptual understanding of biology. Seven teachers (from chemistry, biology, the arts
在学校培养学生对生物科学的概念性理解的重要性已被公认为是未来发展的先驱(Cachapuz et al. 2005)。然而，学生们在这个重要的学术领域继续表现不佳，很大程度上是因为他们没有参与更深层次的概念。在这篇文章中，我们调查了一个跨学科的方法来教学生物学在巴西的一所学校。我们利用文化历史活动理论(CHAT)提供的理论概念来揭示跨不同活动系统的跨学科教学如何导致活动系统的转变，从而使学生对生物学有更深的概念理解。7位老师(来自化学、生物、艺术)
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
