Anthropocentrism in biology teaching and learning

Biology Education Research—A Cultural (R)evolution

The aim of this paper was to investigate the challenges, faced by grade 11 and 12 teachers in the teaching of Biology in selected schools. The training of science teachers after independence till today has not succeeded in fully addressing the challenges teachers faced in the teaching of Biology. The study was guided by researchers like Lebata and Mudau [1], Makeleni, and Sethusha [2] who discovered that teachers faced challenges in the teaching of Biology because of the lack of well-equipped laboratories, limited prescribed textbooks, and overcrowded classes. The researchers use a case study design and a qualitative research approach in executing this study. A qualitative research approach was used in this study. The major findings include the lack of well-equipped laboratories and libraries, which have hindered the teaching and learning of Biology in the selected schools. The lack of adequate prescribed textbooks and overcrowded classrooms further hindered the teachers’ ability to impart knowledge to their learners. Large Biology syllabus content and learners’ poor attitude among others, are other challenges hindering the quality of teaching in the selected schools. We recommend that the Ministry of Education should build modern libraries and equip them with computers and internet connectivity, textbooks, and e-learning tools to help learners and teachers inculcate a culture of reading and studying. Teachers should introduce shared personal practice, and collective learning and application as used in professional learning communities. Teachers and principals should request for sponsors to build well-equipped laboratories and libraries for the schools. Teachers and principals can also request to temporally use the laboratories in other schools that have the needed facilities

In this editorial we link the articles published in this Special Issue with the framework from Vision and Change and summarize findings from the editorial process of assembling the Special Issue.

The integration of Information and Communication Technology (ICT) in education introduced high-tech practices in teaching and learning in universities useful for both teachers and learners. The main objective of this study was to investigate the extent to which such high tech communication strategies and practices have been embedded in the teaching and learning of biology in Indonesian higher education institutions (HEIs). The high tech communication practices included the use of tablets/laptops and taking assistance of such human behavioral and communication practices which stimulated both teachers and students to optimize teaching and learning processes. This study emphasized the fact that Biology being central to the scientific learning is required in the study of advanced domains like medicine, genetics, zoology, etc. Hence, for the successful dissemination of the knowledge of biology through teaching, the instructors need to have access to and familiarize with the pedagogical principles and management strategies used in classroom instruction. This study attempted to understand how the high-tech communication practices should be integrated in the teaching of biology in Indonesian higher education institutions. No doubt, ‘communication biology’ has the potential to evolve into a scientific study in the field of communication science and educational practices. The need is to build a framework of a new paradigm of communication biology which is expected to contribute to the development of the education system in the Indonesian HEIs. This study will potentially draw attention of the academicians and policy makers towards integration of such advanced communication practices in teaching of biology in the Indonesian HEIs.

This study was carried out on the Attitude of Biology Teachers towards Improvisation and Utilization of Instructional Materials in Private Secondary Schools in Potiskum Local Government Area. Four research questions in line with the purpose of the study were formulated to guide the study. Descriptive survey research design was adopted for the study. The target group of the study was the entire 38 Biology teachers from 22 Private schools in Potiskum Local Government Area. Due to manageable size of the group, there is no sample and sampling technique used for the study as such the entire group was used for the study. Data were collected for the study through the administration of structured questionnaire. The data obtained were analysed using mean. The findings of the study revealed that, Biology teachers give students group projects to produce instructional materials and Biology teachers request that students bring materials in the environment to be used as improvised material during lessons. The findings of the study also revealed that, Biology teacher utilized improvised Visual aids like diagram, charts, posters, pictures and photographs for effective teaching of Biology, and Biology teachers utilized available resource person in the community to improvised instructional materials for teaching Biology. The findings of the study further revealed that, the use of Improvised Biology Materials helps the biology teachers to capture and sustain the curiosity and interest of the learners towards the lesson in schools and that the use of Improvised Biology Materials helps the biology teachers to motivate students in the subject being taught. The findings of the study also revealed that, lack of awareness on where to obtain facilities for improvising instructional materials and lack of motivation on part of government for Biology teachers in their efforts towards improvisation of instructional materials for teaching Biology are some of the problems faced by Biology teachers towards improvisation of Instructional Materials for Teaching and Learning of Biology in Private Secondary Schools in Potiskum Local Government Area. It was recommended that, Policy-makers in the secondary schools should raise fund so as to procure materials necessary for improvisation and purchase of textbooks that will facilitate the effective teaching of the course.

Self-confidence is one of the important aspects that every individual must possess in life. This research aims to analyze the self-confidence of students in biology learning at High School. This research uses a quantitative approach with a descriptive method. The population in this study were X MIPA class students of SMA 3 Polewali in West Sulawesi with a sample of 116 students. The research instrument used in this study is a non-test instrument, namely a self-confidence questionnaire. This instrument is based on four indicators of students' self-confidence in learning biology: believing in one's abilities, making independent decisions, having a positive self-concept, and being willing to express opinions. The findings obtained from this study indicate a percentage of 65.0% or state that the majority of students at SMA 3 Polewali in West Sulawesi have self-confidence. Students' confidence has the potential to increase motivation and student learning outcomes in biology learning by integrating innovative learning strategies, allowing most students to participate in biology teaching and learning activities effectively and optimally, thus achieving educational objectives.

The major purpose of this study was to compare the relative effectiveness of concept mapping, cooperative learning and learning cycle methods with the intention of identifying which one among them will be most appropriate for teaching biology. To guide this study, five hypotheses were stated and tested at 0.05 level of significance. The design of the study was pre-test, post-test, follow-up post-test control group quasi experimental design. The sample of the study consisted of four mixed secondary schools, 259 students and eight biology teachers. The major findings of the study include: significant effect of the three instructional methods on achievement and retention; students in the learning cycle and cooperative leaning groups significantly out scored those in the concept mapping group on achievement and retention tests; students in learning cycle and cooperative learning groups did not significantly differ on achievement and retention tests; males and females in all the three groups did not significantly differ on the achievement test; and non significant interaction effect between sex and method of instruction on achievements. It was concluded that the adoption of either learning cycle or cooperative learning strategies will be appropriate for the teaching and learning of biology. Key words: Concept mapping, cooperative learning, cycle, retention.

The Next Five Years

Abstract. This study is a quantitative descriptive research that aims to examine the Biology teachers’ perception on authentic assessment in SMAN (public senior high schools), the implementation of authentic assessment in Biology learning, and the inhibiting factors of Biology teachers in implementing authentic assessment at SMAN in Makassar City. The research population were 23 SMAN in Makassar City. Of the 23 schools, only 16 schools had teachers willing to be respondents or the sample of the study with the total of 35 Biology teachers at SMAN in Makassar city. Data collection techniques employed observation, questionnaires, and interviews. The results of the study reveal that the Biology teachers’ perception on authentic assessment is categorized as Very Good, while the implementation of authentic assessment by Biology teachers at SMAN in Makassar City which includes the cognitive, affective, and psychomotor domains is categorized as Very Good as well, where the teachers assess the knowledge competency by giving written and oral assignments to students, in the affective domain the Biology teachers at SMAN in Makassar City assess each student during and after learning, and in the psychomotor domain the teachers conducts an assessment by giving project assignments, portfolios, and products to students both individually and in groups. The inhibiting factors encountered by Biology teachers in authentic assessment overall have similarities, namely limited time in assessing, lack of students’ motivation in learning, and lack of availability of facilities and infrastructure in Biology Laboratory.Keywords: Authentic Assessment, Perception, Assessment Implementation, Assessment Inhibiting Factors

Education is a solution to develop skills and personality as a solution to challenges according to the needs of current and future developments. Not only improve academic ability, but also personality skills. Based on this, it is necessary to address the problem of wise behavior among students in the teaching and learning process of biology in order to increase student motivation. This study aims to determine the effect of school culture and motivation on interpersonal citizenship behavior in the biology teaching and learning process of students at high school. This research was conducted on 70 students at SMAN 16 Jakarta in the odd semester of 2022/2023 using the causal study method and analyzed using path analysis. The results of the calculation of the reliability coefficient of the interpersonal citizenship behavior are 0,904, motivation is 0,917, and school culture is 0,935. The results of this study are the school culture has a direct effect on motivation, motivation has a direct effect on interpersonal citizenship behavior in the biology teaching and learning process, school culture has a direct effect on interpersonal citizenship behavior in the biology teaching and learning process, and school culture has an indirect effect on interpersonal citizenship behavior in the biology teaching and learning process through motivation.

This research aimed to know: (1) suitability of plan of learning was made by biology teacher with plan of learning based of curicullum 2013; (2) suitability of the implementing of biology learning based on scientific approach with the implementation plan of learning; (3) implementing of learning experience of scientific approach in biology learning; (4) experience learning of scientific approach that is relatively difficult on the implementing of scientific approach in biology learning; (5) Solution in solving obstacles of implementing learning experience of scientific approach in biology learning .Type of this research was quantitative descriptive research. The population of this research was the biology teacher of class X and XI which amounted to 2 people and 111 students of class X and XI. Total sample were 2 teachers and 98 students. The research data was taken by observation, questionnaire, interview and documentation.The results showed that: (1) the suitability of plan of learning was made by biology teacher with plan of learning of curicullum 2013 belonging to the category was good (87,63%); (2) the suitability of the implementing of biology learning biology learning based on scientific approach with the implementation plan of learning belonging to the category was quite (74.51%); (3) the implementing of learning experience of scientific approach in biology learning by student overall was less (48%) With the dominant learning experience was observed (81%) with forms of learning experience in the form of reading, listening, listening and seeing; (4) The learning experience of scientific approach not dominant was associate belonging to the category was less (7%); (5) Solution to overcome obstacles are provides practice to students to solve problems and states the argument, use media in learning gives reward and provide the learning references to students; doing peer discussionsKeywords: learning, learning experience, scientific approach.

The purpose of this study was to determine the cause of high school biology education and learning in Kerinci Regency. This type of research is qualitative with a case study. Data comes from observations, interviews, and documentation. The results of the study concluded that SMA Negeri 12 Kerinci faces learning probabilities and biology education, namely the lack of biology laboratory facilities and infrastructure, lack of computers to carry out national exams, and the lack of students who are active in the learning process of biology SMA Negeri 4 Kerinci facing learning problems and biology education as minimal management of school facilities and infrastructure and the lack of educational media in the learning process of biology.

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged ‘Assessment of the use of Interactive White Board in Teaching and Learning Biology’ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.79 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students’ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged „Assessment of the use of Interactive White Board in Teaching and Learning Biology‟ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.77 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students‟ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

This study aimed to determine the perceptions of pre-service biology teachers and in-service biology teachers on artificial intelligence in Biology learning. AI has recently become a new trend and has changed many aspects of life. Artificial intelligence allows machines to learn from experience, adapt to new inputs, and perform human-like tasks like ChatGPT, launched in Q4 of 2022. The survey method used in this study. We used a questionnaire from 42 respondents of in-service teachers and pre-service teachers, respectively. Selected teachers were senior high school biology teachers who have used the independent curriculum in their schools. This study showed that the pre-service biology teachers (69%) had higher perceptions than in-service biology teachers (40.5%). This result followed by AI usage; 28.6% of pre-service biology teachers and 7.1% of in-service biology teachers used AI daily. However, the pre-service and in-service biology teachers believed that AI could be implemented in the new curriculum to increase student achievement on biology subject. This study concluded that the perceptions of to use AI is still low. So, AI must be introduced to the pre-service and in-service biology teachers.