Secondary Biology Teachers’ Use of Different Types of Diagrams for Different Purposes

Abstract

This study presents various ways in which secondary biology teachers incorporated diagrams in their classroom teaching. To understand biology teachers’ instructional use of diagrams, classroom observations were conducted in one state senior high school in Western Australia. A total of 120 lessons in Grades 9–12 taught by five biology teachers were analyzed to produce three assertions that illustrate the instructional practice of using diagrams in secondary biology classes. The research has demonstrated a variety of different ways that experienced biology teachers used diagrams in their teaching to engender student interest and understanding of biological concepts. These findings can be used to help other biology teachers develop a better understanding of the different roles and functions of different types of diagrams in teaching biological concepts.