Differentiated Teaching Strategies in Senior High School Biology Integrating IB Concepts: Taking the Cultivation of Students’ Scientific Thinking as an Example

Runcai Li

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¹ College of Education for the Future, Beijing Normal University, Zhuhai, Guangdong, China,

erd 2025 , 7(12), 268–274; https://doi.org/10.26689/erd.v7i12.13585

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

Based on the IB curriculum concepts of “inquiry-based learning”, “interdisciplinary integration”, and “differentiated assessment”, this paper proposes differentiated teaching strategies centered on the cultivation of scientific thinking. By means of dynamic hierarchical grouping, contextualized case design, virtual simulation experiments, and a multi-evaluation system, a personalized learning path adapting to students with different cognitive levels is constructed. Research shows that this strategy can significantly improve students’ experimental design ability and critical thinking.

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