The Context of the Classroom Setting
As a reflective and scholarly practitioner in the field of high school biology education, my primary aim is to build an environment that supports the growth of curiosity and that can also help to improve student learning outcomes. This action research project stems from the pedagogical philosophy of beginning with the end in mind, emphasizing the importance of evidence-based practices in enacting positive educational change. Herein, I present the contextual groundwork of my classroom setting, pinpointing a specific challenge and outlining the foundational data that propels this research.
The central challenge addressed in this project is the noted difficulty students experience in grasping complex biological concepts, which has been observed to impact their engagement and academic performance adversely. This issue is particularly evident in the context of genetics and cellular biology, where abstract concepts and microscopic processes challenge student comprehension and retention.
To establish a comprehensive understanding of this challenge, an array of data was collected, including student performance metrics on relevant topics, qualitative feedback from student surveys, and a review of engagement levels during lessons. An analysis of test scores from the past academic year highlighted a discernible decline in performance on questions related to genetics, suggesting a critical area for intervention.
The classroom under investigation is diverse, hosting students from varied backgrounds and with differing levels of academic preparedness. This diversity, while a strength, also introduces variability in learning styles and foundational knowledge, which influences how students interact with complex subjects like biology (Soubra et al., 2022). Despite implementing a range of pedagogical strategies, a consistent observation has been that traditional lecture methods and textbook assignments have not sufficiently addressed these learning disparities, particularly in the unit on genetics. Bredow et al. (2021) found, for example, that flipped classroom interventions produced positive gains across learning domains, and [there were] significant advantages of flipped over lecture-based instruction for seven out of eight outcomes (gs = 0.200.53) (p. 1). Thus, empirical data suggests there is reason to support a more active-learning approach to pedagogy.
The choice to focus on innovative teaching methods for complex biological concepts stems from both the observed challenge and the potential for significant educational impact. Enhancing student engagement and understanding in this area could lead to broader academic improvements and foster a deeper appreciation for biology. This rationale is supported by educational research indicating that active learning strategies can substantially improve comprehension and retention of challenging material (Blaz, 2022).
The ability to write effectively and regulate ones own learning are critical skills in educational success. This literature review synthesizes findings from four peer-reviewed research articles published within the last five years, focusing on the impact of journal writing on students' writing abilities and their capacity for self-regulated learning.
A review of the literature supports the exploration of alternative teaching methods in high school biology. Freeman et al. (2014) advocated for active learning approaches in science education, indicate the potential of such strategies to enhance student engagement and academic outcomes. This body of research provides a solid foundation for investigating the effectiveness of innovative teaching practices in the biology classroom.
Likewise, Nckles et al. (2020) investigated the self-regulation aspect of learning through journal writing, emphasizing its role in optimizing cognitive load for self-regulated learning. They argued that journal writing serves as a tool for enhancing learners' ability to process and retain information, thereby improving learning outcomes. This reflective practice, in turn, aids in the optimization of cognitive resources, allowing learners to allocate attention and memory resources more effectively. Such optimization is posited to enhance overall learning outcomes by making the learning process more efficient and effective.
Eliwarti and Purwanti...
…engagement and comprehension.This project illustrates the power of teacher inquiry in driving significant improvements in educational practice. It underlnes the importance of adapting teaching methods to meet the diverse needs of students, especially in challenging subjects like biology. Through focusing on strategies that actively involve students in their learning processes, this research contributes to a broader pedagogical shift towards more personalized and effective education.
The implications of this study extend beyond individual classrooms, offering a model for how schools can better support all students, including those with diverse learning needs. The success of these strategies could encourage other educators to adopt similar approaches, leading to widespread educational improvements and positive social change. This model highlights the efficacy of active, student-centered learning environments in fostering greater academic achievement and engagement. As these methodologies gain traction and are implemented more broadly, they can serve as a catalyst for reforming educational policies and practices that prioritize adaptive learning environments over traditional, lecture-based instruction. This shift not only has the potential to enhance student learning but also to democratize education, making it more equitable and responsive to the needs of diverse student populations.
Reflecting on this course, I recognize the integral role that collaborative teacher inquiry plays in fostering continuous improvement and professional growth. The insights gained have reshaped my approach to teaching, making me a more reflective practitioner committed to exploring new ways to enhance learning outcomes for all students. This collaborative approach has empowered me to view challenges as opportunities for innovation and personal growth, encouraging a proactive stance towards pedagogical experimentation. Through continuously engaging with my peers to share insights, strategies, and feedback, I have developed a more nuanced understanding of how different approaches can be tailored to meet the unique needs of each student. This process of ongoing learning and adaptation is vital…
References
Alharthi, S. (2021). From instructed writing to free-writing: A study of EFL learners. SAGEOpen, 11(1), 21582440211007112. https://journals.sagepub.com/doi/pdf/10.1177/21582440211007112Ausubel, D. P. (2012). The acquisition and retention of knowledge: A cognitive view. SpringerScience & Business Media.
Blaz, D. (2022). The world language teacher's guide to active learning: Strategies and activitiesfor increasing student engagement. Taylor & Francis.
Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To flip or not to flip? Ameta-analysis of the efficacy of flipped learning in higher education. Review of educational research, 91(6), 878-918.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher.
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Eliwarti, E., & Purwanti, I. T. (2021). The effect of journal writing technique on students’writing ability. International Journal of Educational Best Practices, 5(2), 183-196. https://pdfs.semanticscholar.org/d6e4/c1218bd42794356791b4c41b49f617e06496.pdf
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.
Martínez, J. F., Borko, H., & Stecher, B. M. (2012). Measuring instructional practice in scienceusing classroom artifacts: Lessons learned from two validation studies. Journal of Research in Science Teaching, 49(1), 38-67.
Marulis, L. M., & Neuman, S. B. (2013). How vocabulary interventions affect young children atrisk: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(3), 223-262.
Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.).
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Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32(4), 1089-1126. https://link.springer.com/content/pdf/10.1007/s10648-020-09541-1.pdf
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teachingand learning environment. Perennial journal of history, 2(2), 403-421.
Soubra, L., Al-Ghouti, M. A., Abu-Dieyeh, M., Crovella, S., & Abou-Saleh, H. (2022). Impactson student learning and skills and implementation challenges of two student-centered learning methods applied in online education. Sustainability, 14(15), 9625.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational TechnologyResearch and Development, 68(1), 1-16.
Tahmasbi, S., Karimnia, S., & Rahimi, A. (2022). A combination of action research andreflective journal writing in an English as a foreign language class: Learners’ psychological point of views and their grammar use in writing. Frontiers in Psychology, 13, 810775. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.810775/full
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