The Teaching of Biology

Module Code	Title	Module Category	No. of AUs	Pre-requisites
PCB511	Teaching of Biology I	Core	2	-
PCB512	Teaching of Biology II	Core	4	-
PCB513	Teaching of Biology III	Core	2	-
PCB514*	Cell and Environment	Core	3	-
PCB515*	Physiology and Biochemistry	Core	3	-

* CS Biology trainee teachers with only ‘O’ or ‘A’ level in Biology and have not taken foundation modules in Biology at university level are required to offer these two enrichment modules in Biology. These modules comprise e-based lectures, tutorials, laboratory work and tests.

PCB511 Teaching of Biology I

Three areas of psychological concern that underline the teaching of Biology/Science.

The nature of science : a paradigm for the analysis and rationale of the biology curriculum in schools.
Concept Learning : including individual differences between pupils in different ability streams; readiness and sequential learning; learning styles; perceptual and conceptual differences; misconceptions, alternative conception and conceptual change.
Thinking and Learning : with creative and critical thinking; cognitive development, inductive - deductive learning; problem-solving and inquiry/discovery learning.

PCB512 Teaching of Biology II

The Biological Sciences curriculum in Singapore schools from Secondary to Pre-University levels; vis-à-vis the relevant syllabi, textbooks, teachers’ guides and reference journals. Planning of Biology lessons for pupils of different ability ranges and levels in secondary schools. Basic teaching skills together with a variety of teaching/learning strategies; thinking/study skills and cooperative learning strategies. Practice of these skills in a microteaching/mini-teaching setup. The management and control of pupil behaviour together with safety practices in science laboratories. IT and its application for Biology teaching with reference to materials and resources from the Internet.

PCB513 Teaching of Biology III

Issues on the what and why of testing in Science teaching and learning; formulating tables of specification; and the construction of sample test items. Practical skills assessment (SPA) and rubrics for practical assessment and marking. Marking of examination scripts with implications for teachers and teaching styles. Issues and safety measures in conducting Life Sciences experiments in secondary schools. The role of resource centres in planning for field trips in Biology teaching outside the classroom.

PCB514 Cell and Environment

This course will introduce students to the study of cell structure and its function, cell division, diversity of life forms, interaction of organisms with their environment. The course content and coverage will be presented online; students are requested to buy at least one recommended text. All lectures will be on e-learning using Blackboard and links to websites will be provided.

PCB515 Physiology and Biochemistry

This course will introduce students to the physiological and biochemical processes that occur within plants and animals for their survival in the different habitats. The course content includes Physiology, Biochemistry, Cell Biology, Ecology, Organismal Biology, Evolution and Genetics. Lab-based activities are included to reinforce concepts learned

The nature of science : a paradigm for the analysis and rationale of the biology curriculum in schools.

Concept Learning : including individual differences between pupils in different ability streams; readiness and sequential learning; learning styles; perceptual and conceptual differences; misconceptions, alternative conception and conceptual change.

Thinking and Learning : with creative and critical thinking; cognitive development, inductive - deductive learning; problem-solving and inquiry/discovery learning.