Basic Biological Concepts Research Articles

Linking Environmental Genotoxins to Neurodegenerative Diseases Through Transcriptional Mutagenesis.

Numerous lines of evidence suggest that DNA damage contributes to the initiation, progression, and severity of neurodegenerative diseases. However, the molecular mechanisms responsible for this relationship remain unclear. This review integrates historical data with contemporary findings to propose that DNA damage exacerbates neurodegenerative diseases by inducing transcription errors. First, we describe the scientific rationale and basic biological concepts that underpin this hypothesis. Then, we provide epidemiological, cellular, and molecular data to support this idea, and we describe new and recently published observations that suggest that the former high incidence of neurodegenerative disease in Guam may have been driven by DNA damage-induced transcription errors. Finally, we explore the long-term implications of these findings on our understanding of the impact of genotoxic stress on human aging and disease.

Secondary school students’ understanding of circular economy and recycling at a small rural school

Biology education plays a crucial role in bridging the gap between science and society. This is of high interest and relevance for several reasons helping students to become biologically literate and understanding basic biological concepts and principles as healthcare, environmental issues, and sustainability. The aim of this study was to investigate the understanding of the 9<sup>th</sup> grade and the 12<sup>th</sup> grade students regarding circular economy and recycling. To achieve the objectives, a study was conducted with the convenience sample, involving students from a rural school. The sample was made up of 27 students, including 17 students from the 9<sup>th</sup> grade and 10 students from the 12<sup>th</sup> grade. The prior knowledge of students was assessed by the tool of drawing on the topic of the circular economy and recycling. A two-hour training module was created and carried out, including several practical tasks followed by fulfilling the compliant worksheets. The effectiveness of the module was assessed by the questionnaire focused on the new information received during the module and the general feedback of the module was gathered from the students. The results were analyzed using qualitative content analysis and descriptive quantitative research methods. The findings revealed that the understanding of circular economy and recycling among the 9<sup>th</sup> grade and the 12<sup>th</sup> grade students was different, expressed in the categories of pre-knowledge and the secondary school students are aware of the importance and purpose of circular economy and recycling. The differences appaired in the students’ obtained knowledge and changed attitudes of the 9<sup>th</sup> grade and the 12<sup>th</sup> grade students and the improvement of attitudes and willingness to behave in a sustainable way surpassed the increase of understanding of term “circular economy”.<i> </i>

Identification of learning dificulties and factors causing learning difficulties in online lectures on basic biology concepts

This study aims to identifying learning difficulties from reviewing material and factors causing learning difficulties faced by Madrasah Ibtidaiyah Teacher Education study program in online lectures basic concepts of biology. The research particiants were 80 third-semester in 2021/2022 academic year. The research method used quantitative. The data collection technique in this study is a survey technique. The research instrument is a questionnaires were made to collect student data regarding learning difficulties in basic concepts of biology and the factors that cause student learning difficulties. Questionnaires were given to students via a google form. The data analyzed by descriptive statistics and used as reference data to determine the learning difficulties faced by students in the form of subject matter, internal and external factors causing learning difficulties. The results showed: a) In online lectures on basic concepts of biology, the material that students consider the most difficult is genetics, b) Internal factors that cause learning difficulties are lack of preparation before lectures, too much memorization, lack of self-motivation, physical tiredness, and laziness to read the material, c) External factors that cause students’ learning difficulties in basic biology concepts lectures, namely lectures resources and materials, lecture facilities, lecture strategies, lecture environment, and lecture hours.

Perceived difficulty levels of basic concepts in biology by teachers in senior schools in Ogbomosho, Nigeria

Over the years, many factors have been visible that lead to unimpressive performance in biology. One of the factors includes ineffectiveness and inefficiency of biology teachers which results from the difficulties faced with some biology concepts. The study investigated perceived difficulty levels of basic concepts in biology by teachers in senior schools in Ogbomosho, Oyo State. The study adopted a descriptive research of the survey type. The population for this study comprised all biology teachers in Ogbomosho. A simple random sampling technique was employed to select 262 respondents. The research instrument for this study was the Biology Teachers’ Perceptions Questionnaire on Difficult Concepts (BTPQDC). Three research questions were raised in the study. The research questions were analyzed using frequency count, percentage and cross-tabulation. The results showed that biology teachers perceived the majority of the basic concepts as not difficult. The concepts include the conservation of energy topics such as laws of thermodynamics, food chain, water cycle, micro and macro elements and holozoic nutrition Also, biology teachers perceived some reasons as the cause of difficulty in the basic concepts of biology. They include misconception of the concepts, insufficient subject-matter knowledge of the concepts, abstractness of the concepts, and complexity of the topic.

Neutrophils in Physiology and Pathology.

Infections, cardiovascular disease, and cancer are major causes of disease and death worldwide. Neutrophils are inescapably associated with each of these health concerns, by either protecting from, instigating, or aggravating their impact on the host. However, each of these disorders has a very different etiology, and understanding how neutrophils contribute to each of them requires understanding the intricacies of this immune cell type, including their immune and nonimmune contributions to physiology and pathology. Here, we review some of these intricacies, from basic concepts in neutrophil biology, such as their production and acquisition of functional diversity, to the variety of mechanisms by which they contribute to preventing or aggravating infections, cardiovascular events, and cancer. We also review poorly explored aspects of how neutrophils promote health by favoring tissue repair and discuss how discoveries about their basic biology inform the development of new therapeutic strategies.

Development of Teaching – Aid Materials for Teaching and Learning Biology: A Waste to Wealth Approach (Paper Mache)

The campus today is littered with varieties of waste materials, which were generated from students' activities. The bulk of these wastes were solid wastes, and it is obvious that papers form a larger percentage of the waste on our campuses. These papers could include leftovers from students marked test scripts, detached textbook materials, personal notebooks, and jotters. Environmentalists have listed improper dumping of refuse and sewage disposal contamination as one of the major factors that hinder an eco-friendly society, most importantly in schools. One of the greatest problems confronting the education sector today is the lack of adequate instructional materials to teach the students. The cost of purchasing foreign-made instructional materials is on the high side. Hence, there has been serious agitation by educational technologists to venture into improvisation as alternatives to real objects. Using campus waste paper to mould improvised teaching aids for the teaching and learning of basic biological concepts will not only be of benefit to educators but also to environmentalists who are concerned about proper waste management. Up-cycling methodology was adopted for this study, which is the process of reusing waste materials without breaking them down into their base state to create another product.

The Effect of Discovery Learning on The Development and Strengthening of Understanding Basic Concepts in Biology Based on Students’ Experiences

The Indonesian government is currently implementing two types of curriculums, namely the 2013 curriculum and the ‘Merdeka belajar’ curriculum which has been implemented for 2 years. Both of these differently named curriculums run together at different academic grades throughout Indonesia. Although they have different names, both curriculums have similarities in the application of their learning process, which is inquiry-based learning. Teachers can apply inquiry-based learning based on the guidelines specified in the curriculum or implement other inquiry-based learning methods, one of which is Wenning's levels of inquiry. This study aims to develop and strengthens the understanding of basic concepts in biology based on the student experience. This study investigates the impact of discovery learning on the development and strengthening of understanding basic concepts in biology, based on the experiences of students. The research aimed to explore the effectiveness of a discovery learning approach in enhancing students' comprehension and retention of fundamental biological principles. This study emphasizes the value of discovery learning as a powerful pedagogical approach for facilitating students' comprehension and mastery of basic concepts in biology. After carrying out the learning process with discovery learning steps, students get reinforcement of the basic concepts of the food digestive system and make it easier for students to carry out the next stage of inquiry.

Penerapan Model Pembelajaran Group Investigation Menggunakan Strategi Bioedutainment untuk Meningkatkan Hasil Belajar Kognitif Mahasiswa

Bioedutainment strategies can be integrated with various methods, models, and approaches. The group inquiry learning model or group investigation is one approach that combines learning with bioedutainment techniques that can be used in biology learning. This study aims to determine student learning outcomes and activities after the application of the group investigation learning model using the bioedutainment strategy on the basic biology concepts. The research was carried out with the research sample being students of the Department of PGSD FKIP Sriwijaya University even semester 2021/2022, totaling 89 students. The sample was selected using a purposive sampling technique based on the research objectives. This type of research is pre-experimental with a one shot case study research design. Test instruments and observation sheets were used to analyze the data quantitatively which consisted of 20 multiple choice questions and 5 essays. The results showed that the average increase in student learning outcomes who achieved classical completeness was 84.90% for the Indralaya class and 91.17% for the Palembang class. This shows that student learning outcomes have reached the expected classical completeness of learning ≥ 80%.

Analysis of the Grade 10 Students’ Retention Level of Basic Biology Concepts and Terminologies in Relation to their Learning Styles

Science subjects, or specifically biology, contain many concepts and terminologies that require extensive effort in memorizing. As a result, students are employing their own learning styles to learn things in the best possible way. Thus, this study aimed to investigate the possible relationship between the students’ retention level in biology and learning styles in the course. A descriptive-correlational research design was utilized to determine the relationship between the retention level and learning styles of Grade 10 students in biology. A retention test was conducted that seeks to evaluate the retention level of the respondents in their biology subjects. Respondents were asked to select the best way on how they are learning biology effectively, as part of the retention test. Each of the ways indicated corresponds to a specific learning style category following the Visual, Auditory, Read, and Kinesthetic (VARK) Learning styles Model. Findings revealed that the majority of the respondents were Visual Learners comprised of 51.61% of the population and a portion of 38.71% of the respondents have an Outstanding Level of Retention in basic biology concepts and terminologies. In addition, the overall retention level category of the population is with Satisfactory Level of Retention, which was based on their mean percentage score. Furthermore, it has been proven that there is none to very weak relationship between the retention level and learning styles of the respondents where it gained a correlation level of 0.151, on which correlation is significant at 0.01 level, which strength of the linear relationship is categorized under none to the extremely weak relationship. It has been concluded that many factors, aside from learning styles, may affect the students’ retention of learning biology.

Pedagogical Analysis of the Application of the Methodology of Distance Learning Biology

This article examines one of the current problems arising in the demands of modern society – the use of distance learning in the process of teaching biology. Theoretical and empirical research using information and communication technologies was conducted with the participation of teachers and students of the 10th grade of Kyzyl Asker secondary school in Turkestan region. In the course of research innovative methods of distance learning were used: “individual learning”, “teacher-student”, “student-student”, case method, chat-lesson-chat-technology, “flipped classroom”, interviews (via Zoom platform), computer statistics, interpretation of computer graphic tables, etc. Conducting experiments in a virtual laboratory, extensive use of test programs in assessing learning outcomes has increased scientific cognition and the interest of students. By analyzing the data collected as a result of the research, effective platforms were selected, and methods for teaching biology were developed and proposed, allowing students to easily master the distance learning format. Distance technologies allowed students to deeply master basic biological concepts and form special competencies through algorithm, formulation, selection, analysis, evaluation, systematization, generalization using information technology in the course of the lesson and its consolidation of the lesson. The results of this research will be used to improve the effectiveness of teaching biology in the future.

Lectures during the COVID-19 pandemic using the Education for Sustainability Development Oriented RADEC learning model

The COVID-19 pandemic has lasted for more than 2 years. The education sector is one of the most influential fields to apply online learning policies. Indonesia has implemented online learning since the pandemic in 2020. This study aims to provide an overview of knowledge during the COVID-19 pandemic using the education for sustainable development (ESD)-oriented read, answer, discuss, explain and create (RADEC) model. This study used the descriptive method by providing an overview of the ESD-oriented RADEC learning process in the basic concepts of biology and science for prospective elementary schoolteachers. The research subjects were 33 prospective elementary schoolteacher students who contracted courses. The instruments used were observation sheets, documentation and a questionnaire. The results showed that lectures using the ESD-oriented RADEC model could be an alternative for online learning during the COVID-19 pandemic. In addition, the ESD-oriented RADEC model may allow universities to instil the concept of ESD related to knowledge, attitudes and values that can support sustainable development. Keywords: RADEC, prospective teacher, ESD, COVID-19.

Cognitive Structure of Precervice Primary School Teachers for Basic Biology Concepts

"This study aimed to determine the cognitive structures of preservice primary school teachers for basic biology concepts using Word Association Test (WAT). The study group consists of 50 preservice teachers studying in a university in Western Black Sea Region in Turkey. Four separate cut-off points were determined and analysed. Organ, living things, microscope were the most common response words. The conceptual network was structured as three different islets that were disconnected from each other at the third cut-off point. The desired conceptual network was formed only when cut-off point was taken further than the last cut-off point, and that these desired interconnections, network structure were formed in some students. It is suggested that this situation should be taken into consideration while determining cognitive structures using WAT and that lecturing should be performed according to the structure of the conceptual network that is desired to be shaped in the students' memory. "

A Course in Biology and Communication Skills for Master of Biostatistics Students

We describe an innovative, semester-long course in biology and communication skills for master’s degree students in biostatistics. The primary goal of the course is to make the connection between biological science and statistics more explicit. The secondary goals are to teach oral and written communication skills in an appropriate context for applied biostatisticians, and to teach a structured approach to thinking that enables students to become lifelong learners in biology, study design, and the application of statistics to biomedical research. Critical evaluation of medical literature is the method used to teach biology and communication. Exercises are constructivist in nature, designed to be hands-on and encourage reflection through writing and oral communication. A single disease area (cancer) provides a motivating example to: 1) introduce students to the most commonly used study designs in medical and public health research, 2) illustrate how study design is used to address questions about human biology and disease, 3) teach basic biological concepts necessary for a successful career in biostatistics, and 4) train students to read and critically evaluate publications in peer-reviewed journals. We describe the design and features of the course, the intended audience, and provide detailed examples for instructors interested in designing similar courses.

Reviewing the Relationship between Physiology of Breathing and Physical Activity in Anxiety Disorders

The possible influence of the quality of breathing on physical activity remains the subject of numerous scien- tific studies in different fields, including not only the most basic physiological and biological concepts but also the fields of psychiatry, psychology, and neuroscience. The literature about the relationship between breathing and psychophysiological factors is continuously growing, and several studies have investigated the influence of breathing techniques on human beings. This review aims to give a literature overview of the respiratory function impact on psychopathology, taking into account anxiety disorders, physical activity, and the relationship be- tween them. Literature investigating different topics involving the influence of breathing on anxiety disorders, the influence of breathing on physical activity and related anxiety disorders showed an association between them even if this relationship is not well clarified. Regular physical activity could become even a primary or pref- erential treatment. Relaxation techniques, as well as motor visualization, mindfulness, and even oral appliances, could help people improve their general condition with the improvement of the control of their psychophysical performance. Further literature with different physical activities and experiences regarding psychodynamic treat- ments could assume a new scenario.

Epigenetic and metabolic regulation of epidermal homeostasis.

Continuous exposure of the skin to environmental, mechanical and chemical stress necessitates constant self‐renewal of the epidermis to maintain its barrier function. This self‐renewal ability is attributed to epidermal stem cells (EPSCs), which are long‐lived, multipotent cells located in the basal layer of the epidermis. Epidermal homeostasis – coordinated proliferation and differentiation of EPSCs – relies on fine‐tuned adaptations in gene expression which in turn are tightly associated with specific epigenetic signatures and metabolic requirements. In this review, we will briefly summarize basic concepts of EPSC biology and epigenetic regulation with relevance to epidermal homeostasis. We will highlight the intricate interplay between mitochondrial energy metabolism and epigenetic events – including miRNA‐mediated mechanisms – and discuss how the loss of epigenetic regulation and epidermal homeostasis manifests in skin disease. Discussion of inherited epidermolysis bullosa (EB) and disorders of cornification will focus on evidence for epigenetic deregulation and failure in epidermal homeostasis, including stem cell exhaustion and signs of premature ageing. We reason that the epigenetic and metabolic component of epidermal homeostasis is significant and warrants close attention. Charting epigenetic and metabolic complexities also represents an important step in the development of future systemic interventions aimed at restoring epidermal homeostasis and ameliorating disease burden in severe skin conditions.

UMA ANÁLISE DO DESEMPENHO DOS PARTICIPANTES E DO CONTEÚDO ABORDADO EM ITENS DE GENÉTICA E BIOLOGIA EVOLUTIVA DO EXAME NACIONAL DO ENSINO MÉDIO (ENEM): IMPLICAÇÕES CURRICULARES

Nas últimas décadas, a Genética e a Biologia Evolutiva se tornaram áreas promissoras e intrigantes para a sociedade. No entanto, apesar de seus conceitos passarem a ser considerados importantes na formação de cidadãos críticos e com responsabilidade social, professores e estudantes continuam a relatar dificuldades ao longo do processo de ensino-aprendizagem nessas áreas. Visando compreender e mensurar as dificuldades existentes por parte dos estudantes brasileiros, foi realizada uma pesquisa de natureza documental, de abordagem quanti-qualitativa, por meio da qual foram analisados o desempenho dos participantes e o conteúdo dos itens das provas regulares de Ciências da Natureza, referentes ao Exame Nacional do Ensino Médio de 2012 a 2016. Os resultados obtidos permitiram elencar fatores e objetos do conhecimento relacionados ao menor rendimento dos participantes em itens de Genética e Biologia Evolutiva, quando comparado às demais áreas da Biologia e das Ciências da Natureza. Assim, evidenciando a necessidade de mudanças no ensino-aprendizagem para uma aprendizagem significativa da Genética e da Biologia Evolutiva, bem como identificando aspectos a serem considerados durante a elaboração de itens avaliativos, tais como a construção de alternativas equilibradas entre si, o uso da linguagem científica e a apresentação do problema de forma objetiva e clara, por meio de contextualização adequada. Ao longo desse trabalho são incentivadas reflexões acerca do currículo escolar de Ciências e Biologia e proposta a abordagem de conceitos básicos da Genética e da Biologia Evolutiva, de forma gradativa e coerente com o desenvolvimento dos estudantes e as habilidades da BNCC, desde o Ensino Fundamental.

Developing Cognitive Schemas of Senior Secondary School Students on Neural Conduction Through Annotated Drawings and Graphical Representations Using Computer Coded Animation as a Tool

Biology is a unique science which requires observation, creativity and detailed description. In this study we have explored the children’s ideas about neural conduction through their annotated drawings and graphical representations at senior secondary school level. The purpose of the study was to show how annotation in drawing and graphing is a very effective way in terms of revealing the misconceptions of students in learning the basic concepts of Biology. Two sample schools, one multipurpose model and other residential were selected for the study. Students of Class XI having age group 16-18 years (N = 80) participated in this study. A two-stage experiment in form of drawing sessions: before and after formal technical teaching was conducted to explore student basic understanding about neural conduction. An open ended interview was also conducted to diagnose the cause of misconceptions possessed by the students. During each drawing sessions the children draw the diagrams on the basis of their own observation and understanding. The drawings and graphs were analyzed and categorized based on five levels of drawing criteria given by Kose. The connections they draw and explanations they give to their drawings depict that they have several misconceptions regarding the concepts of neural control and coordination.

A primer on single-cell genomics in myeloid biology.

Understanding the fast-moving field of single-cell technologies, as applied to myeloid biology, requires an appreciation of basic molecular, informatics, and biological concepts. Here, we highlight both key and recent articles to illustrate basic concepts for those new to molecular single-cell analyses in myeloid hematology. Recent studies apply single-cell omics to discover novel cell populations, construct relationships between cell populations, reconfigure the organization of hematopoiesis, and study hematopoietic lineage tree and fate choices. Accompanying development of technologies, new informatic tools have emerged, providing exciting new insights. Hematopoietic stem and progenitor cells are regulated by complex intrinsic and extrinsic factors to produce blood cell types. In this review, we discuss recent advances in single-cell omics to profile these cells, methods to infer cell type identify, and trajectories from molecular omics data to ultimately derive new insights into hematopoietic stem and progenitor cell biology. We further discuss future applications of these technologies to understand hematopoietic cell interactions, function, and development. The goal is to offer a comprehensive overview of current single-cell technologies and their impact on our understanding of myeloid cell development for those new to single-cell analyses.

PHILOSOPHY EDUCATION FOR CHILDREN

Fundamentals of all subjects in higher university education were being taught since early childhood. The basic concepts of biology, medicine and physics were mandatory introduced as natural sciences subjects (ilmu pengetahuan alam) in elementary school curriculum as well as social sciences (ilmu pengetahuan sosial), languages and even religion. These early introduction of subjects will make sure that every children are exposed to this particular education to enrich their knowledge and skill. However, philosophy is not formally available in national curriculum until university level. Paradoxically, one of the essence of philosophy is to ensure a human being is capable to perform critical thinking in their later life. This review aims to delineate the urgency and benefit of introducing philosophy in children in either formal or informal form of education. The early introduction of philosophy will nurture and sharpen the process of thinking in children thus will help them to become a wiser adult in the future. This concept might be a consideration of inserting philosophy as one of the subject in national curriculum.

ENHANCING THE LEARNING OF BASIC CONCEPTS IN BIOLOGY WITH THE UTILIZATION OF MOBILE BIO-APPS AMONG BIOLOGY STUDENTS IN COLLEGE OF EDUCATION, IKERE, EKITI STATE, NIGERIA

The study examined the utilization of a mobile application that is biology-based in the learning of some basic concepts among NCE II students in the Department of Biology, College of Education, Ikere, Ekiti State, Nigeria. Among all the NCE Part II students which constituted the population, 60 students were purposively chosen and eventually randomly sampled into individualized Bio-Apps and collaborative Bio-Apps of 30 students each. These Bio-Apps groups have functional smart phones and their smartphones have biology dictionary downloaded on them. The third group of 30 students are of the traditional classroom and were randomly selected from the population. In all, 90 students formed the sample for this study. All the groups were exposed to the same instructional contents in BIO 214 (Plant Pathology). The individualized mobile Bio-Apps group was made to check basic concepts in plant pathology from the biology dictionary on their smart phones and participated as the classes progressed. The collaborative Bio-Apps group was made to check those basic concepts in plant pathology from their mobile Bio-Apps and collaborated among themselves in clusters while the classes progressed; while the traditional group was without mobile bio-apps and taken through traditional instructional strategy. Standardized Biology Achievement Test was administered on the three groups. Two research questions and two hypotheses were raised and answered descriptively. The results from the analyses show that students in Mobile Bio-Apps groups performed better that their counterparts in traditional class. Meanwhile, students in the collaborative performed than those in the individualized mobile bio-app. It was therefore recommended among others that, Mobile Bio-App should be integrated into students’ learning of basic concepts in biology in a collaborative form so as to avoid distraction in using the mobile phones for something else other the learning while the teaching-learning lasted.