Abstract

Our consideration that learning should be in accordance to the Homo sapiens brain evolution and development, which we supported by “Biopedagogism” (Alahiotis and Karatzia-Stavlioti 2008), was experimentally tested for one school year in A classes of Elementary School (ES) and in the crucial adolescent High School (HS) stage (in the biology course). The basis of this innovative educational approach was the proper biopedagogic instruction using the four biopedagogic competences, Technological-T, Socialization-S, Language/Literacy-L, and Numerical/Theoretical-N/T, and by giving emphasis in time, approach and content to their hierarchical and interactive teaching/learning. Pupils’ mean competences᾽ performance proved to be higher in all Experimental classes (Es), in comparison to Control ones (Cs), in both ES and HS, increasing pupils’ critical thinking and creativeness, as in the testing of the theory in Preschool. The Experimental E1 class of ES, that was the corresponding biopedagogic Preschool Experimental (E) one, exhibited higher performance than the other E2, subjected to “Biopedagogism” for the first time. In HS the competences’ teaching/learning emphasis was adjusted to include an inversion in the competences’ instructional emphasis, the so-called “Inversion Step” (IS), in order to substantiate the pedagogic/cultural recapitulation that is based on the biological “biogenetic law,” according to which development recapitulates evolution. Our encouraging positive results support “Biopedagogism’s” contribution to the pedagogic/educational effectiveness and usefulness in the construction of innovative more effective future curricula and instruction.