The development of sixteen year old students' biology concepts through out-of-classroom activities

Abstract

Site visits are a useful resource to compliment classroom practice as they offer a contextualised setting where biological information learned in class can be extended and reinforced while increasing students' motivation to learn science. Data were collected through metacognitive tools: concept maps and Vee diagrams, which allowed the researcher to get to know the students and tailor the activities to their needs. This action research revealed that site visits contribute not only to increased cognitive knowledge, but made biology more relevant to the students' lives and contributed to meaningful connections among different school subjects. Site visits surfaced students' emotions and opinions and induced students to research further, becoming aware of their responsibility towards the environment and the community and thinking about their future career. This study suggests that site visits are included in the Intermediate and Advanced level syllabi. It also recommends the use of metacognitive tools and the need for educators to shift from a didactic pedagogy to a constructivist approach where students' ideas and feelings are valued.