نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی آموزش ابتدایی دانشگاه فرهنگیان، واحد شهید بهشتی اقلید، شیراز، ایران
2 استادیار، گروه علوم پایه دانشگاه فرهنگیان فارس، پردیس شهید باهنر، شیراز، ایران
3 دانشجوی کارشناسی دبیری (زیست شناسی) دانشگاه فرهنگیان، پردیس شهید باهنر، شیراز، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: Biology education has undergone significant changes in response to rapid scientific advances, digital transformation, and the increasing demand for learner-centered educational approaches. Traditional teacher-centered methods, which mainly emphasize memorization and passive learning, are no longer sufficient for developing the scientific competencies and higher-order thinking skills required in modern education. Therefore, the present study aimed to examine the role of innovative teaching methods, including active learning, project-based learning, inquiry-based learning, and digital educational technologies, in improving the quality of biology education. The study also sought to explain how integrating these approaches can enhance students' learning experiences and prepare them for future scientific and environmental challenges.
Method: This study employed a descriptive-library (documentary) research design. Relevant data were collected through a comprehensive review and analysis of reliable scientific resources, including specialized books, peer-reviewed national and international journal articles, academic theses, and other scholarly documents related to biology education, educational technology, and modern teaching strategies. After collecting the resources, their contents were systematically classified, compared, and analyzed to identify the major educational approaches and their contributions to improving biology instruction.
Results: The findings indicate that integrating active learning, project-based learning, inquiry-based learning, and digital technologies significantly enhances the quality of biology education. These approaches encourage students to participate actively in the learning process, improve conceptual understanding, strengthen critical thinking and problem-solving abilities, and increase motivation and classroom engagement. Furthermore, educational technologies such as virtual laboratories, laboratory simulation software, virtual reality (VR), augmented reality (AR), multimedia resources, and online learning environments facilitate the teaching of complex biological concepts by providing interactive, visual, and authentic learning experiences. The combination of innovative pedagogical strategies with digital tools also promotes collaboration, scientific inquiry, creativity, and independent learning while reducing many of the limitations associated with traditional lecture-based instruction.
Conclusions: The study concludes that moving from traditional teacher-centered instruction toward student-centered, technology-supported learning environments is essential for improving biology education. The effective integration of innovative teaching methods with digital educational technologies contributes to meaningful and sustainable learning, develops students' scientific literacy and research skills, and prepares them to address future scientific, technological, and environmental challenges responsibly. Consequently, curriculum developers, teacher educators, and biology teachers should place greater emphasis on adopting modern instructional strategies and incorporating digital technologies into biology classrooms to foster a creative, research-oriented, and scientifically competent generation.
کلیدواژهها [English]
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