Didaktik der Biologie

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Neue Publikation im Journal of Biological Education


In der Zeitschrift Journal of Biological Education wurde eine Studie im Rahmen des BMBF-geförderten Projekts „Kommunikationsstrukturen des Unterrichtsgesprächs als Einflussfaktor der Unterrichtsqualität im Biologieunterricht“ [01JG1074] veröffentlicht.

Constructing scientific explanations of natural phenomena is an important aim of science education. Explanation oriented science teaching approaches encourage learners to engage in sense-making discussions and construct the causal accounts of the phenomena under study. This article demonstrates a lesson-design model that guides biology teachers on how to integrate explanation oriented teaching in their everyday practice. The proposed model includes six phases: (1) presenting a hooking activity; (2) formulating a how-why type focus question; (3) constructing the initial causal story; (4) using authentic data, scientific facts, principles, and disciplinary core ideas to revise-refine the causal story; (5) discussing-rewriting the refined causal story; (6) applying the causal-mechanistic knowledge in a new context or problem scenario. An eleventh-grade lesson on the topic ‘protein biosynthesis in cells’ serves an example about how this model can be operationalized to design and implement explanation oriented biology lessons.

Nawani, J., von Kotzebue, L., Spangler, M., & Neuhaus, B. J. (2018). Engaging students in constructing scientific explanations in biology classrooms: a lesson-design model. Journal of Biological Education, 2(3), 1–12. https://doi.org/10.1080/00219266.2018.1472131