Дата публикации: 13.10.2024
CROSSOVER LEARNING: A PEDAGOGICAL STRATEGY FOR TEACHING BIOLOGY
Seitzhan Zharylgassin
Gulnaz Uspanova
Irashnee Dookhi
Nazarbayev Intellectual schools,
Aktobe, Kazakhstan
In this research study, biology teachers share their experience of using the cross-learning teaching methodology.
Research question: Can students apply their theoretical knowledge practically when using the cross-learning method?
The purpose of the study is to increase the internal motivation of students, as well as to reveal the practice-oriented potential of the subject. As additional learning environments the following resources were used: museum, school greenhouses, school yard, home environment, and the library. In order to reveal the specifics regarding the subject, it was proposed to compare the data obtained from formal learning environments such as (greenhouse, museum of Paleontology) to the data gained from informal areas such as (home environment, bible and library).
The method of cross-learning itself produced a good result in terms of subject involvement. The change of settings impacted on a physiological level, for example: students recalled pertinent details clearly, they displayed cohesive teamwork skills. The hands-on interactions in different specialized locations had a positive effect on learners. The effectiveness of cross-training has clearly been demonstrated in specialized classrooms or facilities [1,2]. In these situations, learners worked in an environment that allowed for full immersion, as they were allowed to fully experience their surroundings. These specialized “classrooms” ensured that students tapped into their senses. Examples included the sensation of touch, during an outing to the greenhouse, when students studied adaptations of leaves by feeling and then explaining reasons for different textures. Spatial thinking was elucidated when learners encountered a mammoth and they had to draw comparisons in terms of height with modern day animals The fragrances of citrus trees invoked a multitude of synonyms to describe the sensation[3].
Finally, a comparison of the effect of temperature on shade and sun loving organisms gave much insight into the role of thermoreceptors in environmental studies. The overwhelming conclusion that we arrived at was that this method should be utilized as an integral part of the biology course. We initially assumed that the methodology could only be implemented to selected environmental topics However, we are in the process of developing more practical examples of how the methodology can be utilized in most learning interactions. During the course of the research, several testing methods were used to obtain a deeper understanding and objective evaluation of the results. Interviews were conducted with learners. Based on the questions asked at the interview, we were able to assess in which environment the students felt at ease. Most students noted that there is a great opportunity for research and analysis in an environment that is relevant to the topic. During the use of the cross-training method, instructions on the safety technique should be given, depending on the location used. For senior learners such as 12th graders, the method was extremely advantageous as it allowed learners to identify their personal preferences and interests that could impact on their career choices for the future. This methodology does not need to be confined to any subject as it has positive practical implications to all subjects, both in schools and at universities. It is essential to discuss with fellow educators and experts so that structured feedback for a targeted analysis of the results can occur.
References
1.J oseph, B., Joseph, A., Cleetus, A., Kuriakose, L., Joy, S. T., & others. (2023). Crossover learning is an innovative strategy for environmental education. Journal of Survey in Fisheries Sciences, 10(2S), 2285–2291. https://sifisheriessciences.com/journal/index.php/journal/article/view/1215
2. BoredTeachers. (2017). Why crossover learning is working in the classroom? https://www.boredteachers.com/post/crossover-learning
3. Crossover learning | 8 | Connect formal and informal learning | Sharpl.
(n.d.). Taylor & Francis. Retrieved January 15, 2023, from https://www.taylorfrancis.com/chapters/mono/10.4324/97804294855348/crossover-learning-sharples-mike