The Role of Innovative Teaching and Learning Methods Towards the Classification of Living Things: A Review

  • Henriette Manishimwe University of Rwanda, College of Education, Rwanda
  • William Aino Shivoga Masinde Muliro University of Science and Technology (MMUST), Kenya
  • Venuste Nsengimana University of Rwanda - College of Education (UR-CE)
Keywords: active learning; biology education; living thing; instructional model; misconceptions

Abstract

Biology continues to present difficulties in teaching and learning. Among other biology domains classification of living things is considered to be one of the challenging subjects as different studies indicated students’ misconceptions in the test to classify both plants and animals. Inadequate teaching methods were the core source of these challenges which were also found to lead to poor performance in schools. This review paper shows the role of active teaching methods to improve learning science subjects. The article gives an insight into how adopting innovative teaching methods can help educators implement appropriate teaching strategies recommended in reforms of science education, such as the Inquiry Based Learning (IBL) using the 5Es (Engage, Explore, Explain, Elaborate and evaluate) instructional model. Findings of this review indicate that the instructional methods give opportunities to relieve misconceptions for learners. It is appreciated to allow students learning by doing, hence perform well in assessments and evaluation due to acquired skills and competences. This is the reason why the 5Es instructional model was recommended among other active learning instructions as a remedy that can enhance teaching and learning of biology, especially the content of classification of living things, based upon its advantages in science education.

Author Biographies

Henriette Manishimwe, University of Rwanda, College of Education, Rwanda

African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)

William Aino Shivoga, Masinde Muliro University of Science and Technology (MMUST), Kenya

Department of Biological Sciences

Venuste Nsengimana, University of Rwanda - College of Education (UR-CE)

Department of Mathematics, Science and Physical Education, 

Published
2021-12-29
Section
Articles

Journal Identifiers


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print ISSN: 2508-1128