BERG: Why are they not thinking? Encouraging deeper thought in biology

Many GCSE and A-level biology students struggle to apply their knowledge in unfamiliar contexts, relying heavily on memorisation rather than conceptual understanding. This issue is consistently highlighted in examiner reports, which indicate that students often fail to demonstrate higher-order thinking skills. While students may be able to recall key terminology, they frequently struggle to apply concepts to novel scenarios, analyse data, or make synoptic links across topics. This session will explore the cognitive barriers that prevent students from thinking deeply and propose practical strategies for overcoming them. Participants will engage in activities designed to encourage analytical thinking and conceptual connections, equipping them with actionable techniques to use in their own classrooms. By the end of this session, participants will: - Recognise why students default to memorisation instead of deeper thinking. - Understand key cognitive barriers to higher-order thinking in biology. - Learn and experience evidence-based strategies to encourage deeper thought. - Be equipped with practical classroom activities to improve student engagement with conceptual learning.