A scenario-based learning strategy for constructing the concepts of biological classification and marine biodiversity in a teacher training workshop

Kwok Ho TSOI, Sau Ying CHAN, Chi Chiu CHEANG

Research output: Contribution to conferencePapers

Abstract

Misconceptions in biological classification are commonly found in both children and adults. Understanding the concepts of phylogeny may facilitate the learning of biological classification. A scenario-based learning strategy is immersed into a scientific inquiry activity developed for a teacher training workshop. This teacher training workshop is a tendering service aiming to provide professional development to primary school teachers responsible for teaching the subject General Studies. An interesting scenario motivates and probes the in-service teachers to learn actively in the workshop. Concepts of phylogeny or evolution and skills of biological classification are embedded in a series of interactive learning activities. Through a scientific inquiry and ‘learning-by-doing’ approaches, learners construct the concepts though trials and practices. The concepts and skills acquired from the interactive learning session will be further consolidated through a practical session on understanding the marine biodiversity and differentiating marine creatures. The strategy and the teaching flow will be elaborated and discussed in details in the seminar.
Original languageEnglish
Publication statusPublished - Jun 2015

Citation

Tsoi, K. H., Chan, S. Y., & Cheang, C. C. (2015, June). A scenario-based learning strategy for constructing the concepts of biological classification and marine biodiversity in a teacher training workshop. Paper presented at The International Conference on Biodiversity, Ecology and Conservation of Marine Ecosystems 2015 (BECoME 2015), The University of Hong Kong, China.

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