Part A: The Context of the Classroom Setting

Introduction

As a reflective and scholarly practitioner in the field of high school biology education, my primary aim is to build an environment that supports the growth of curiosity and that can also help to improve student learning outcomes. This action research project stems from the pedagogical philosophy of beginning with the end in mind, emphasizing the importance of evidence-based practices in enacting positive educational change. Herein, I present the contextual groundwork of my classroom setting, pinpointing a specific challenge and outlining the foundational data that propels this research.

Identifying the Challenge

The central challenge addressed in this project is the noted difficulty students experience in grasping complex biological concepts, which has been observed to impact their engagement and academic performance adversely. This issue is particularly evident in the context of analysis of test scores from the past academic year highlighted a discernible...

…such as Freeman et al. (2014), which advocate for active learning approaches in science education, show the potential of such strategies to enhance student engagement and academic outcomes. This body of research provides a solid foundation for investigating the effectiveness of innovative teaching practices in the biology classroom.

Conclusion

This initial examination into the context of the classroom setting establishes a clear justification for pursuing an action research project aimed at addressing the challenges of teaching complex biological concepts. Through the use of evidence-based strategies in the biology curriculum, this research seeks to improve student engagement and performance and contribute to the field…