A review of research-based teaching methods (IBSE) in biology education

Document Type : Original Article

Authors

1 Humanities and Social studies, Shahid Beheshti education center, Farhangian University, Tehran, Iran

2 - Undergraduate student in Biology Education, Shahid Beheshti Education Center, Farhangian University, Tehran, Iran

Abstract

The purpose of this study is to review the research-based approach (IBSE) in Biology education. Teachers need a set of skills to achieve their educational goals. Teachers and professors have long been trying to convey concepts in a better, easier and more efficient way, and this need and effort has led to the invention and creation of new teaching methods in the education system. One of these new teaching methods, especially in basic sciences, is research-based teaching method. The method of this research is descriptive-analytical. In line with this purpose, in the present study, the method of documentary studies has been used to collect information and the print and electronic sources have been studied. This article also mentions experiences in teaching the twelfth biology textbook based on this method. The results show that research-based science teaching methods can help teachers to respond to how to create a research-oriented and flexible spirit, as well as try to teach the thinking process to the learner. Teaching biology through this scientific method, in addition to involving the student in the learning process, can reduce the stress caused by the weight of the curriculum and make the student eager to learn the lesson.


Keywords

References

 - جهانی، ج (1387). آموزش تفکر خلاق به نوجوانان: رویکرد پژوهش محور. اندیشه نوین تربیتی، 4: 29-54.
- قاسم پور مقدم، ح؛ علیزاده، ف ص؛ اکبری شلدره‌ای، ف (1389). روش های نوین یاددهی  یادگیری و کاربرد آن‌ها در آموزش.تهران: انتشارات فرتاب.
- مقرب الهی، ز (1391). روش‌های نوین تدریس. مجله موج، 4: 48-77.
- مهرمحمدی، م (1380) . ماهیت تدریس و ابعاد زیبایی شناختی آن. مجله مدرس، 5: 43-57.
-Barron, F. (2003). Crativity Thinking. London: SAGE.
- Bell, R., Banchi, H. (2008). The Many Levels of Inquiry. Science and Children. 46(2): 26-29.
-Boud, D., Felletti, G. E. (1997). The challenge of problem-based learning. London: Kogan Page
-Cavas﹐B. (2012). The meaning and need for “Inquiry Based Science Education (IBSE)”. Journal of Baltic Science Education, 11(1):4-15.
-Cudova, R, Kubiatko, M, Radvanova, S, Cizkova, V  .(2013). The teachers’ opinions and requirements of Biology Skils. Journal of Baltic Science Education. 12(5): 579-591.
-Debono, E. (2003). serious creativity. New York: Wiley.
 Dewey, J. (1997). How We Think, New York: Dover Publications-
 - Freire, P. (1984). Pedagogy of the Oppressed. New York: Continuum Publishing Company.
- Jiri, S., Pavel, D., Martin, B., Ivana, S. (2015). The Effectiveness of Inquiry Based Science Education in Relation to The Learners´ Motivation Types. Journal of Baltic Science Education, 14(6):791-803. 
-Rocard, M. (2007). Science Education Now: A New Pedagogy for the Future of Europe. European Commission Directorate General for Research Information and Communication Unit. Retrieved 15/02/2012: 5-28.
-Schwab, J. (1960). Inquiry, the Science Teacher, and the Educator, the school review 68(2):176-195.
Vygotsky, L.S. (1962).Thought and Language. Cambridge: MA-MIT Press.-
- Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education. 87(1):112-143.
- Zuzana, J., Stanislav, L.  Martina, H., Ľubomír s, Jan G, Brigita B, Marian K.)2016). Efficacy of Inquiry-based learning in mathematics, physics and informatics in relation to the development of students´ inquiry skills. Journal of Baltic Science Education.15(5):559-574.
Research in Biology Education
Volume 2, Issue 2 - Serial Number 6
September 2020
Pages 77-86

Files

Share

How to cite

Statistics