Teachers’ views of Future-Oriented Pedagogy as part of inquiry-based molecular biology teaching in high school biology laboratories

Dana Sachyani, Pirchia Tamar Waxman, Irit Sadeh, Shoshana Herman, Mor Levi Ferber, Michal Yaacobi, Omer Choresh, Efrat Link, Shiri Rivka Masa, Samuel Ginsburg, Michal Zion

Research output: Contribution to journalArticlepeer-review


Integrating genetic engineering and molecular biology lab activities into open inquiry-based teaching is an innovative, unique process that has taken place in Israeli high schools since 2018, becoming part of biology studies for 11th- and 12th-grade students. Engaging these students in lab techniques and practices in this field enables them to deal with the often-abstract concepts of the molecular world, enabling them to address questions currently at the forefront of science and make their learning relevant to the 21st century. The study aimed to examine teachers’ views of how molecular biology inquiry activities in high school can incorporate and promote Future-Oriented Pedagogy (FOP). This pedagogy is a forward-looking model, based on six principles that inspire learning in the education system, focusing on the needs most relevant for 21st-century students. The study was conducted by analysing semi-structured interviews with teachers involved in this program and by observing teacher training days. The results indicate that this program facilitates the promotion of inquiry skills and enables the implementation of FOP principles. Our study has shown that bringing molecular technologies into the high school biology lab bears great potential in promoting FOP as part of open inquiry-based teaching.

Original languageEnglish
JournalJournal of Biological Education
StateAccepted/In press - 2023

Bibliographical note

Publisher Copyright:
© 2023 Royal Society of Biology.


  • future-oriented pedagogy
  • high school biology laboratories
  • inquiry-based learning
  • molecular biology education


Dive into the research topics of 'Teachers’ views of Future-Oriented Pedagogy as part of inquiry-based molecular biology teaching in high school biology laboratories'. Together they form a unique fingerprint.

Cite this