Chapter 19: Teaching Biology: What Research Says?

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dc.contributor.authorCofré, Hernán
dc.contributor.authorVergara, Claudia
dc.contributor.authorSantibáñez Gómez, David
dc.contributor.authorNúñez, Paola
dc.contributor.authorMcComas, William
dc.coverage.spatialNew York
dc.date.accessioned2025-03-26T13:17:20Z
dc.date.available2025-03-26T13:17:20Z
dc.date.issued2023
dc.description.abstractBiology education, a feld of study that focuses attention and research on efective instruction in the life sciences, is also known as the didactics of biology in parts of Europe (McComas et al., 2018; Reiss & Kampourakis, 2018) and South America (Cofré et al., 2021). Global climate change, biological evolution denial, maintenance of human health issues, the need of sustainable agriculture, sex education, and the emergence of and reaction to infectious diseases are some vital themes that require people around the globe to achieve high levels of practical biological literacy. As the COVID-19 pandemic has shown, many politicians, journalists, students, and members of the public alike fail to understand basic biological concepts and likewise misunderstand how science itself functions, which in turn has led them on many occasions to make poor decisions about their own health and the well-being of the population at large (Dillon & Avraamidou, 2020). So, while we feel it unnecessary to make the case that biology is a vital discipline of science, we are compelled to ask if the huge number of studies conducted in the feld of biology education have done or might potentially do something to improve teaching and public communication of vital and interesting content with the feld of biology efectively targeting misconceptions of life science content while contributing to enhanced learning outcomes of students (McComas et al., 2018). A frst step to be able to answer this question is to try to review, systematize, and critically analyze this large amount of scientifc production. In this chapter, we continue the work started in previous handbooks and that was conducted recently by Kampourakis and Reiss (2018) and their many co-authors. Thus, we have reviewed trends and issues in biology teaching within the science education literature broadly, with some additions, such as the work of McComas et al. (2018), who recently considered “grand challenges” in biology education.
dc.identifier.citationEn: Lederman, Norman G.; Zeidler Dana L.; Lederman, Judith S. (edited). Handbook of research on science education. Volume III. New York: Routledge, 2023 pp. [586-618]
dc.identifier.doihttps://doi.org/10.4324/9780367855758
dc.identifier.isbn9780367428884
dc.identifier.isbn9780367428891
dc.identifier.urihttp://hdl.handle.net/20.500.12254/4088
dc.language.isoen
dc.publisherRoutledge
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subjectBiology education
dc.titleChapter 19: Teaching Biology: What Research Says?
dc.typeBook chapter
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