The Effect of the Pedagogy on the Classroom Learning of Science

Abstract

Two different types of teaching practices were examined for their effects upon the student learning of high school science, being Bios practices and Conventional practices. Bios teaching practices were underpinned by five propositions founded upon the cognitive neuroscience of how the brain learns; as interpreted in the midst of a mixed gender classroom of 20-plus teenage (about 15 to 16 year old) students. These propositions were formulated in response to classroom observations which indicated that student attention, sociability and dialogue could be brought together to promote engagement with classroom learning.