Active learning as an approach for teaching respiratory concepts and soft skills in biology lessons

Abstract

Active learning can promote learners’ acquisition of science concepts and soft skills. Secondary school science lessons play a significant role in nurturing students’ learning of science concepts and essential soft skills, such as communication, collaboration, critical thinking, creativity, and innovation skills. This study explored grade 11 students’ learning of respiratory concepts and soft skills using the mixed-methods research approach. Quantitative data were obtained using an achievement test administered to 104 students, while qualitative data were collected by observing 24 case students during the lessons and focus group interviews conducted after the lessons. The findings show that active-learning strategies contributed to students’ learning of respiratory concepts and soft skills. Regarding respiratory concepts, the study revealed that the most misunderstood concepts included the by-products of anaerobic respiration in animals, equations for tissue respiration, and the relative amount of energy yielded in anaerobic respiration in plants and animals. The least understood concepts included stating the by-products of anaerobic respiration in animals, suggesting that students may hold misconceptions about these concepts. Lesson observations showed that students engaged in the lesson mainly through group work/cooperative learning, learning by teaching, and identifying and correcting mistakes. Students’ interviews highlighted that active learning was exciting, enabled knowledge sharing, improved higher-order thinking skills, involved all students, and encouraged student collaboration. The study recommends that teachers use various active learning strategies in their lessons to improve students’ learning. Furthermore, the study recommends explicit assessment of the soft skills that contribute to students’ learning.