Preparing a Concept-Based Lesson from a Design Perspective: Facilitating Students' Understanding through Metacognitive Strategies

Wenyuan Yang; Enshan Liu; Xintao Li; Cheng Liu

doi:10.1525/abt.2019.81.9.610

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Wenyuan Yang,¹ Enshan Liu,² Xintao Li,³ Cheng Liu^*

¹Wenyuan Yang is an Associate Professor in the College of Teacher Education, Capital Normal Universit
²Enshan Liu is a Professor in the College of Life Sciences, Beijing Normal University, Beijing 100875
³Xintao Li is a High School Teacher at Senior High School, Xicheng Foreign Languages School, Beijing

^*Cheng Liu, the corresponding author, is an Associate Professor in the College of Life Sciences, Beijing Normal University, Beijing 100875, People's Republic of China; e-mail: liucheng@bnu.edu.cn.

Abstract

A lesson plan is a design problem for a teacher. The desired solution to this problem is to design an instructional process that can guide students in constructing an understanding of scientific concepts through their own thinking. This article demonstrates a practical approach to designing an effective lesson plan. The approach has five phases: listing the concepts in a lesson, proposing questions that can be answered by each concept, sequencing the questions according to the logic of student cognitive development, selecting resources and designing tasks to create learning situations, and applying knowledge to scientific research and real life. A meiosis lesson from a high school biology course serves as an example for understanding the solutions to problems that may arise in each phase.

© 2019 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page https://www.ucpress.edu/journals/reprints-permissions.

Citation Download Citation

Wenyuan Yang, Enshan Liu, Xintao Li, and Cheng Liu "Preparing a Concept-Based Lesson from a Design Perspective: Facilitating Students' Understanding through Metacognitive Strategies," The American Biology Teacher 81(9), 610-617, (17 December 2019). https://doi.org/10.1525/abt.2019.81.9.610

Published: 17 December 2019