BRIDGING THE GAP BETWEEN STUDENTS AND BIOLOGY

“Live life to the fullest,” they say. Life, an Old English word we use often. But what exactly is life? How and when can we say that something is “alive”?

In its broadest sense, biology is the study of living things. It can be also called as the science of life from its objective standpoint. All living things or living organisms are studied under this division of science. It pays attention and study on the things related to living organisms such as organization of life, their functions, patterns and order of organisms, growth and development of living organisms and so on. In other words, the natural world is brimmed with intricacies. It’s diverse. Everything in it is.

As diverse as the world is, is every student’s learning style —which is an individual’s unique way of perceiving and processing information. Ergo, one of the most important tasks a teacher can undertake in the classroom is understanding how students learn. Another is learning to provide opportunities for learning with these identified learning preferences. Understanding students’ learning styles enables teachers to tailor course structures to better align with both instructional objectives and students’ preferences. By designing instructional methods that cater to diverse learning styles, teachers can incorporate a blend of experiential learning, reflection, conceptualization, and experimentation, thus creating a more inclusive and effective learning environment.

In addressing the varied learning styles present among students, the question arises: how can we bridge the gap between these individual preferences and the realm of Biology? This article delves into the nuanced landscape of student’s preferred learning style and seeks to revolutionize the way we engage with them.

One good way is experiential learning. Students will learn best if they are actively engaged and if their activities are closely linked to understanding important biological concepts. As they interact with the information, it can become easier to learn. Using hands-on activities like active experiments, dissections, and field trips makes a better grasp of concept, making biology more tangible and engaging. Or better say bringing textbook theories to life. This inculcates in the mind of the students a sense of wonder and inquisitiveness which are integral for lifelong learning.

Another way is integration of real-life application. Featuring how profound and far-reaching the impact of biology in our daily lives such as in the simplicity of handwashing —regular soap washing removes acquired microbes from the skin and helps control the spread of infectious diseases—helps them better understand how the concepts learned can be applied to other, varied circumstances. Highlighting how biology stands as the bedrock to the learning of other science courses like Medicine, Pharmacy, Nursing, Biochemistry, Genetics and Agricultures students see the relevance of the course to their future careers, making the content more meaningful.

One more way is personalized learning. Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. It is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Personalized learning sparks the innate curiosity of students through active engagement with their environment. Activities like included in this learning paradigm are intended to be meaningful and relevant, and promote individual development. The goal is to connect biology topics to student’s interests, aptitudes, and strengths creates intrinsic motivation for achievement and success. Students feel empowered when involved in goal-setting and decision-making processes.

In conclusion, bridging the gap between students and biology demands a multifaceted approach that addresses each student’s unique and diverse learning style. Through experiential learning, students actively engage in biological concepts, advocating a deeper understanding and enkindling a sense of wonder and inquisitiveness for lifelong learning. The integration of real-life applications features the relevance of biology in a wide array of spectrum. Finally, personalized learning allows students to take ownership of their knowledge expedition, ministering to their distinct interests, aptitudes and strengths. By embracing these approaches, we can recast biology education, making an inclusive and effective learning environment, inspiring a lifelong love of learning and capacitate students to become in the know, affianced inhabitants who are ready to take on the challenges of tomorrow, for life. (Contributed article)