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Teaching the topic of microscopes can be taught in numerous ways, as
previously stated in part 1, the topic does come with many misconceptions, but,
the material presents itself in a way that it can be delivered through a variety
of opportunities, visual, auditory and kinaesthetic. Its practical nature
allows this, some pedagogical methods do have their positives, but they also come
with their negatives, depending on the pupil’s abilities.

Pedagogy has many forms and commonly expresses the “interactions between teachers,
students, and the learning environment and the learning tasks (Murphy,
2008)10. There is a large spectrum of pedagogies that can be implemented within
the classroom, like the teacher-centered to the more popular learner-centered
method, even though methods differ completely when used in the classroom, they
can be also be complimentary of each other, for example, the teacher-centered
approach and can be employed at the start of a lesson, as a starter, to
introduce a brand new topic, then as the lesson progresses, switching to a more
learner-centered approach, to allow students to explore new ideas and key terms.
From personal experience and discussing with mentors within the school environment,
I have found that it is far superior to deploy a multitude of methods to help
students develop a deeper understanding.

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From my own personal experience of teaching the subject content and observing a
taught lesson on the subject in question, introductory in the traditional sense
of the topic, implementing the ‘didactic’ approach, or teacher-centered/led,  

so students listen and take important notes relevant to the practical elements
of the subject. This approach places the teacher at centre of learning and utilises
various techniques to aid students understand for example, a whole-class
lecture, glossary definitions and rote memorisation to name a few, even though
this method is critized for being boring or students having to complete less
challenging tasks, it can be dynamic. When the whole class is involved in the
learning process, it provides an effective opportunity for teachers to ask
questions, implementing assessment for learning techniques, allowing students
to explain, discuss and elaborate the ideas presented by the teacher (O’Sullivan, 2006)11. This method makes sure that
not only is the content completely covered, but it also addresses the issues of
misconceptions and the teacher can clear these up.

That said, even though topic does include a lot of teacher-led content, e.g. comparing
light microscopes to electron microscopes or the history of the microscope, the
topic does include sections where a lot of independent work and research can be
employed and a more learning-centered approach or any of its other commonly
used terms, constructivist, student-centered, can be taken. The theory and its
application plays an important role in allowing students to be more personally
active in their own learning, they can either draw on prior knowledge to tackle
a problem or use new founding knowledge to create their own learning. As for most
methods, the teacher facilitates the learning and structure of the lesson. This
method is incredibly popular and a lot of current research certainly promotes
this style of learning for many reasons (Vavrus, F. 2009)12.   

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