an innovative approach

iology learning focused on attempting to remember all content of biology. “Biology
was so difficult to understand…I couldn’t remember all content…it had too much
information.” However, she disliked the teaching emphasized lecture, and believed
that teacher had never known what she had learned in the class. “I don’t think he
knew what I learned…he just kept talking on and on…and did not answer when he
was asked [by the student].” Her biology learning achievement score was 3.0 and her
GPA was 3.81.
3. Mr. Vyn’s Beliefs about Teaching and Learning
According to the classroom observations and the discussion with Mr. Vyn
during informal interviews throughout the study, his tradition of teaching was found
as lecturing. The students independently noted whatever they wanted and talked to
each other during his lecture. Mr. Vyn perceived that students could not learn without
directly telling all concepts in/about science. “They must learn from teachers who
gave them advice…they could then be further critical thinking and inquiry by
themselves”, he said.
Mr. Vyn was not enthusiastic about the importance of students’ interactions in
learning activities, but was critical of the time which students spent discussing during
his periods. He believed that interactions had not brought better learning to students
and that forming members of students’ group discussion was a waste of time. He
believed that “whenever the students talked with friend for sharing ideas, they would
just put the ideas on and on…there was neither the summary nor the critique…”
In accordance with the belief, Mr. Vyn had not perceived role of teaching as
monitoring student progress, assessing learning, providing learning resources and
assisting students to find out results of investigations. He often unfortunately
provided students with worksheets or paper learning tasks. The students needed to do
the tasks while he was lecturing. As the results, Mr. Vyn sometimes preferred to
avoid whole class activity. Interacting with students who were not ready for the
teacher was perceived as stopping the flow of the lecture.
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