The “golden key”: A novel approach to teaching/learning Biology in a secondary school in Brazil: A cultural historical activity theory approach.

The importance of developing students’ conceptual understanding biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue underperform this important scholastic area due large part not engaging the deeper concepts taught. In article we investigate an interdisciplinary approach teaching biology Brazil. We draw on theoretical provided by Cultural Historical Activity Theory (CHAT) unpack how teaching, across different activity systems, can lead shifts with biology. Seven teachers (from chemistry, biology, arts, and geography) 196 form participants study. Findings indicate that contradictions arising both within between systems contexts led object shifting from merely covering curriculum concepts.