How to Use Flashcards to improve your grades in GCSE and A-Level Biology
Flashcards are one of the most powerful tools students can use to master GCSE and A-Level Biology. When used correctly, they promote active recall, improve long-term memory, and help students understand key concepts and terminology. In this blog, I’m exploring how to create high-quality flashcards, how to use them effectively, and why I think they are a must-have study tool for any Biology student.
Why Flashcards Are Essential for studying Biology
Biology is a content-heavy subject filled with complex processes, diagrams, and technical vocabulary. Flashcards simplify revision by breaking down this information into bite-sized chunks. They help students:
Boost active recall: The process of retrieving information strengthens memory pathways. Studies, such as Karpicke and Roediger (2008), have shown that retrieval practice significantly enhances long-term retention compared to passive methods, like re-reading your notes or watching a video.
Practice spaced repetition: Reviewing cards at increasing intervals enhances long-term retention. Research by Ebbinghaus (1885) on the forgetting curve highlights the importance of revisiting information over time to combat “memory decay”. Basically: keep using the information and recalling it or you’ll forget it!
Simplify complex topics: Condensing material into concise points makes it easier to learn, reducing the feeling of overwhelm. Often A-Level Biology courses have huge textbooks with lots of extra (read: not on the specification!) information that, although interesting, you don’t need to revise.
For parents, encouraging your child to use flashcards can provide structure and focus during revision sessions, while also fostering independent learning habits. Plus, it’s a chance to see who’s better at Biology – you or your teenager (hint: it’s probably them, but we’ll keep that quiet).
Step 1: Creating Effective Biology Flashcards
The key to effective flashcards is quality, not quantity. Here’s how to make them work:
1. Use Clear and Concise Questions - 1 per card
Write questions that are highly specific and to the point. You should keep it so that you have a single question on one side of the card and the answer on another. Avoid copying large chunks of text or just writing notes. For example:
Poor example: “Describe photosynthesis.” (too broad)
Better example: “What is the balanced symbol equation for photosynthesis?” (specific, single answer)
2. Include Diagrams
Biology often involves processes and structures that are easier to understand visually. According to Paivio’s Dual-Coding Theory (1971), information is processed in two ways: verbally (through words) and visually (through images). When students use both forms of processing, their ability to recall information improves because they have multiple ways to retrieve it. Plus, you can often get marks for drawing your answers and labelling them, even if you can’t explain them! For example:
GCSE: Draw the processes in the carbon cycle or annotate the structures in a prokaryotic cell
A-Level: Draw an amino acid or label the stages in mitosis
3. Incorporate Keywords and Definitions
Biology is wordy. Yager (1983) found that students studying science subjects were expected to learn more vocabulary than students studying a new foreign language! So you’re basically learning a new language and should treat it in a similar way! Dedicate some cards to key terms and definitions. Research by Mueller & Oppenheimer (not that one) (2014) suggests that writing out key terms and definitions by hand improves recall compared to typing, as it engages deeper cognitive processing. Biology students can benefit by summarising complex terms in their own words rather than copying textbook definitions verbatim - although make sure they’d still get the marks in the exams! For instance:
Front: “What is osmosis?”
Back: “The diffusion of water molecules across a selectively permeable membrane from a region of higher water potential to a region of lower water potential.”
4. Colour Code by Topic
No, really! Research by Stoffers & Sparfeldt (2019) showed that students who used colour-coded notes performed better on memory recall tasks than those who used black-and-white text. The study suggests that colour creates stronger associations between concepts, making retrieval easier during exams. Use colours to group related cards. For example:
Blue for cells and organelles.
Green for ecology.
Yellow for genetics.
This makes it easier to find and focus on specific topics during revision. Bonus points if you match the colours to your favourite highlighters – or just whatever pens you can find in the chaos of your pencil case.
Step 2: Systems for Using Flashcards Effectively
Creating flashcards is just the first step! And this is where a lot of students go wrong: they spend time making the flashcards, but never actually use them! Here are systematic approaches to ensure they are used effectively:
1. Use Active Recall
Test yourself by looking at the question side of the card and trying to recall the answer before flipping it over. This active effort (think of your brain like a muscle!) strengthens memory retention far more than passive reading. Even better, get someone else to test you to avoid the temptation of peeking! Imagine you’re on a game show and the buzzer’s about to go off—that level of intensity is what we’re aiming for.
2. Practice Spaced Repetition
Spaced repetition involves reviewing flashcards at strategically increasing intervals. So every few days at first, then every few weeks, then perhaps just once a month. If you have a test coming up, why not try working backwards from there with regular review sessions? Apps like Anki and Quizlet use algorithms to help you revisit cards just before you’re likely to forget them. Remember: you need to recall information 7+ times before it will stick in your long term memory, so repetition is key! If you prefer a manual system, try the Leitner System:
Start with all flashcards in Box 1.
Correctly answered cards move to Box 2 (review less frequently).
Incorrect cards stay in Box 1 for frequent review.
Cards in higher boxes are reviewed less often, as they’re better retained.
Think of it as a survival-of-the-fittest scenario for your flashcards: only the strongest (or hardest) stick around…
3. Mix It Up
Avoid going through flashcards in the same order every time. Shuffling them ensures you’re not relying on patterns to recall information. It’s like hitting shuffle on your playlist—only less Taylor Swift and more osmosis.
4. Combine with Past Paper Questions
After reviewing your flashcards, test your knowledge with relevant past paper questions. This helps you apply what you’ve learned in an exam context. Another great strategy is to keep a pile of blank flashcards handy when you’re doing exam questions - any content based question that you get wrong (that isn’t related to a huge graph etc), then copy it onto a flashcard and use the mark scheme to construct the answer on the other side. Using mark schemes to make your flashcards is a great idea in general, particularly for definitions and processes, as you’ll be ensuring you use exam-specific terminology to get the marks.
6. Schedule Regular Sessions
Consistency is key. Allocate short, focused blocks of time daily for flashcard review, like a daily brain workout. For example:
Morning: Review key terms - 10 minutes
Evening: Practice diagrams and processes - 15 minutes.
Tips for Parents
Parents can play a key role in supporting flashcard use. Here’s how:
Encourage consistency: Help your child schedule regular flashcard sessions and incorporate them into the daily routine.
Test them: Use their flashcards to quiz them. This can be a fun and interactive way to support their revision. Who knew “What’s the role of the Golgi apparatus?” could become a dinner table classic?
Celebrate progress: Acknowledge improvements in recall and understanding to keep them motivated. A little treat here and there is always good too!
Flashcards: DIY vs Digital
Both digital and handwritten flashcards are effective for learning, but research suggests they offer different benefits. Handwritten flashcards enhance memory retention due to deeper cognitive processing (Mueller & Oppenheimer, 2014), as writing by hand engages motor skills and reinforces understanding. However, digital flashcards leverage spaced repetition algorithms (e.g., Anki, Quizlet), which improve long-term recall through optimized review intervals (Cepeda et al., 2006). Additionally, digital flashcards offer convenience, accessibility, and allow you to embed things like pictures and videos, but may encourage passive recognition rather than active recall. Ultimately, the best choice depends on individual learning preferences and study habits.
Physical Flashcards
Pros: Tactile, great for diagrams, and easy to personalise. Better memory retention.
Cons: Can be time-consuming to create and harder to organise. You have to organise your own system of spaced repetition.
Digital Flashcards
Pros: Convenient, searchable, and often include features like spaced repetition (e.g., Quizlet, Anki) which improve long term recall.
Cons: Can lead to distractions if studying on devices (One moment it’s flashcards, the next it’s memes—stay strong) and could lead to more passive revision.
Conclusion
Flashcards are an invaluable tool for GCSE and A-Level Biology revision. By creating clear, concise, and well-organised cards, and using them consistently with active recall and spaced repetition, students can transform their understanding and retention of complex material. For parents, supporting your child’s use of flashcards can make a big difference in their confidence and exam performance. Backed by research and practical strategies, flashcards are a proven way to succeed in Biology and used by many students to secure an A*!
Do you use flashcards? Are you digital or old school? Let me know in the comments!