Teaching is a complex, relational process that involves creating space for all students to learn biology as well as providing opportunities for myself to grow as a scholar. Biology has become more interdisciplinary (i.e., integrating technology, mathematical literacy, etc.), and is incredibly important for all students to understand the fundamentals of biology . For example, consider students living during a global pandemic during a time with unprecedented misinformation, or trying to understand such questions such as “Why does social distancing work during a pandemic?” The aim in my classroom is foster opportunities for all students to engage in sense making and scientific argumentation techniques to enhance their scientific literacy. I take teaching to be a way to create opportunities for students to grow and develop curiosity and to question aspects about science and our evolving world. Additionally, I view teaching and research as inseparable items in my role as an instructor, as such I constantly use research-based strategies to support methods of instruction in both lecture and laboratory settings. My teaching philosophy can be categorized in three focal areas: (1) recognizing what it means to learn biology, (2) drawing upon principles of scientific teaching to facilitate learning in biology, and (3) developing innovative teaching practices through the connection between my research and teaching.
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What does it mean to learn biology?
For students, learning biology means that one must develop a conceptual understanding of biological phenomenon and have the ability to transfer and apply this understanding in real-world contexts. Students can develop conceptual understanding of biological concepts by engaging in disciplinary discourse and practices. Before engaging students in discourse, I first encourage students to shift their thinking of biology as a list of facts to developing a “grasp of scientific practice” (Ford, 2008). A grasp of scientific practice refers to developing an understanding of why and how scientists generate knowledge, rather than just what is that previously generated knowledge. This shift requires me to move beyond the role of “knowledge authority” and to a position of facilitator of student learning. This entails providing students with rich biological tasks that require them to critically think through real-world problems, collaborate with other students, and draw upon interdisciplinary knowledge sources. One way that I do this is by drawing upon three Scientific Teaching principles: student centered instruction, equitable teaching, and assessment to encourage growth and development.
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