In many countries the curriculum mandates secondary biology teachers to teach with an increased emphasis on developing methods of inquiry that characterize the process of science in the field. Providing opportunities for students to appreciate the nature of science through inquiry-based learning seems like a logical focus for the science classroom. Unfortunately, with an increased focus on high stake standardized examinations teachers increasingly feel caught between wanting to teach science in an inquiry-based classroom and feel restricted to teach content-heavy curriculum to satisfy the standardized tests which reduces the students’ learning to the memorization of facts. Through narrative style this paper explores the conflict many science teachers are facing in the classroom. The author ties her personal experiences as a biology teacher in with the literature to reflect on and explore how this disconnect is impacting teachers’ ability to teach science, and help curb the increasing level of disinterest and lack of enthusiasm students are demonstrating towards what should be engaging, interesting subjects.
|Keywords:||Secondary Biology, High Stakes Examinations, Curriculum and Pedagogy, Inquiry-Focused|
University Associate, Teacher Preparation, Faculty of Education, University of Calgary, Calgary, Alberta, Canada
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