Teaching the topic of microscopes can be taught in numerous ways, aspreviously 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 varietyof opportunities, visual, auditory and kinaesthetic. Its practical natureallows this, some pedagogical methods do have their positives, but they also comewith 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 withinthe classroom, like the teacher-centered to the more popular learner-centeredmethod, even though methods differ completely when used in the classroom, theycan be also be complimentary of each other, for example, the teacher-centeredapproach and can be employed at the start of a lesson, as a starter, tointroduce a brand new topic, then as the lesson progresses, switching to a morelearner-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 helpstudents develop a deeper understanding.

From my own personal experience of teaching the subject content and observing ataught lesson on the subject in question, introductory in the traditional senseof the topic, implementing the ‘didactic’ approach, or teacher-centered/led,  so students listen and take important notes relevant to the practical elementsof the subject. This approach places the teacher at centre of learning and utilisesvarious techniques to aid students understand for example, a whole-classlecture, glossary definitions and rote memorisation to name a few, even thoughthis method is critized for being boring or students having to complete lesschallenging tasks, it can be dynamic. When the whole class is involved in thelearning process, it provides an effective opportunity for teachers to askquestions, implementing assessment for learning techniques, allowing studentsto explain, discuss and elaborate the ideas presented by the teacher (O’Sullivan, 2006)11. This method makes sure thatnot only is the content completely covered, but it also addresses the issues ofmisconceptions and the teacher can clear these up.That said, even though topic does include a lot of teacher-led content, e.g. comparinglight microscopes to electron microscopes or the history of the microscope, thetopic does include sections where a lot of independent work and research can beemployed and a more learning-centered approach or any of its other commonlyused terms, constructivist, student-centered, can be taken. The theory and itsapplication plays an important role in allowing students to be more personallyactive in their own learning, they can either draw on prior knowledge to tacklea problem or use new founding knowledge to create their own learning.

As for mostmethods, the teacher facilitates the learning and structure of the lesson. Thismethod is incredibly popular and a lot of current research certainly promotesthis style of learning for many reasons (Vavrus, F. 2009)12.