An eight-step process of revitalizing living understanding competency for high school students in biology teaching

Abstract

The living understanding competency is essential in helping students become more interested in subjects and life. However, developing this ability for students in the Mekong Delta is still fragmentary. Therefore, this study was conducted to determine how high school students can develop the ability to learn about the living world by teaching biology and applying it to high school. We have proposed an eight-step process to develop students’ ability to understand the living world in biology teaching at high school, including determining goals, developing a teaching plan, encouraging curiosity, creating research opportunities, supporting information search, fostering discussion and sharing, assessment and feedback, and linking reality. Through the purposive sampling method with 450 students studying at high schools in the Mekong Delta, the results showed that step two is project-based learning in the present study. Current research delves into the practical application of the “microorganisms and applications” segment of the Biology 10 curriculum. This pedagogical strategy catalyzes a comprehensive understanding of microorganism technology and virus applications and progressively nurtures a profound comprehension of the broader biological concepts that govern our intricate living world. Thus, incorporating project-based learning equips students with practical knowledge and ignites a gradual metamorphosis of their cognitive landscape, fostering a profound appreciation for the intricate tapestry of life surrounding us.