Biology Curriculum Research Articles

Critical Thinking Skills Development for 21st Century: An Analysis of Biology Curriculum (2006)

Critical thinking has become an important skill of the 21st century to cater for complex challenges. The current study aimed to analyze the curriculum of biology (2006) to explore the critical thinking skills addressed in the document. The curriculum document was selected through purposive sampling technique. To do the document analysis, thematic analysis was used with the facilitation of NVivo 12 software that examined the curriculum’s aims and objectives, importance of critical thinking in the document, pedagogy, and assessment techniques suggested for the development of critical thinking. According to the findings of the study, the document explicitly addresses critical thinking in aims and objectives section. It also focuses on evidence, rational thinking, and intellectual honesty. Moreover, the suggested pedagogy is open ended questions, inquiry-based learning, concept mapping, and dialogue for the development of critical thinking skills among students. For the development of higher order thinking skills, a substantial weightage is allocated to alignment of the curriculum's goals. However, the study also identifies potential areas for improvement, such as providing more explicit guidance on integrating critical thinking across the curriculum and offering specific examples of activities and assessments that promote critical thinking. The findings suggest that while the curriculum lays a strong foundation for critical thinking skills development, its effective implementation relies on teachers' capacity to translate these intentions into classroom practice.
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Teaching Exploration and Practice of Ideological and Political Education in the Curriculum of Biochemistry and Molecular Biology

Teaching Exploration and Practice of Ideological and Political Education in the Curriculum of Biochemistry and Molecular Biology

Effect Of Direct -Problem Based Learning On Critical Thinking In IBDP Students

Advancements in education are pivotal in enhancing a nation's global competitiveness by cultivating essential competencies, which are increasingly necessary in the rapidly evolving 21st century. The improvement of educational quality begins with the refinement of learning processes, particularly through the development of critical thinking skills among students, who must be equipped to navigate complex challenges. This study aims to develop and evaluate a direct problem-based learning model specifically designed for the Biology curriculum, with a particular focus on the topics of Conservation and Biodiversity, to enhance students' critical thinking skills. Employing a rigorous one-group pretest-posttest design, the research was conducted with a sample of 30 high school students from Cita Hati Christian School. Comprehensive data collection methods were utilized, including both standardized tests and structured questionnaires, to assess the impact of the intervention. Data analysis was meticulously conducted using normality tests, homogeneity tests, and paired sample t-tests to ensure the reliability and validity of the findings. The results unequivocally demonstrate that the direct problem-based learning model is both feasible and effective in significantly enhancing students' critical thinking skills, as evidenced by a statistically significant improvement (p-value 0.000 < 0.05). In conclusion, this study provides compelling evidence that the integration of direct instruction with problem-based learning within the context of biology not only enhances the acquisition of subject-specific knowledge but also fosters critical thinking skills.

EFFECT OF INSTRUCTIONAL COMPUTER ANIMATION ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN CELL BIOLOGY CONCEPT IN OYO TOWN

This Study adopted a pretest-posttest, control group, quasi-experimental design. The research study covered four purposively selected secondary schools from two local government areas in Oyo town, One hundred and ten students of both gender(male and female) were inclusive and the topics covered was Cell Biology in the Senior Secondary Biology Curriculum was taught using the conventional method of teaching and computer animation. Three instruments were used for the study: Biology Achievement Test (r=0.78) this reliability index was obtained using kuder-Richardson Analysis. Three hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. The result revealed that there is a significant main effect of treatment on students’ achievement in Biology(F(1,109) = 8.47; p< 0.05, partial η2 = 0.77) the students exposed to Instructional Computer animation performed better with the higher adjusted post- biology achievement test mean score (19.88) while the Control group had the least adjusted post- biology achievement Test mean scores (17.99). It was found that gender had no significant main effect on students’ achievement in biology, so the null hypothesis was accepted. Based on the result of the study, it was recommended that schools should adopt Instructional Computer Animation in teaching to make learning more effective, real and to improve the achievement of senior secondary school students’ in Biology.

Quel enseignement de mathématiques pour la biologie ?

A viewpoint on the teaching of mathematics in biology is presented. It is based on a definition of the notion of the living organism, a description of an integrated didactic space where a curriculum is a path in this space, and, finally, a proposal for a framework of teaching extending from the bachelor's degree to the doctorate and taking into account the students' objective, either scientific or engineering. The aim of these reflections is to trigger a discussion on the presentation of programmes for the teaching of mathematics in biology curricula, making it possible to establish the objectives to be achieved from bachelor to master.

Evaluation of the 12th Grade Biology Curriculum with the Opinions of Biology Teachers

The aim of this research is to examine how adequate the learners are in gaining knowledge, skills, attitudes, values, and understandings about biology, with the views of 12. grade biology teachers. The research model was a case study, a qualitative research method. The study group was determined using homogeneous sampling, a purposive sample method. The research study group consisted of all biology teachers who have previously or currently taught the 12th grade biology curriculum. So the research study group includes 72 biology teachers. An interview form with 12 semi-structured open-ended questions was used to collect data on participants' demographics (gender, professional seniority), 2 questions, and their thoughts on the 12th-grade biology curriculum. The MAXQDA 2022 program was used to analyze the research findings. According to the research, the majority of current 12th-grade biology teachers had good attitudes about learning outcomes, teaching activities, and course content.It is considered that this research will contribute to the field of educational sciences and biology education by shedding light on the applications that should be included in an effective curriculum that can criticize, question, and direct research in this age where technology is rapidly developing.

DIGITAL LITERACY IN BIOLOGY EDUCATION THROUGH MOBILE LEARNING TECHNOLOGIES

The integration of mobile learning technologies in biology education presents a novel approach to enhancing digital literacy among students. This study investigates the impact of mobile learning tools, such as educational apps and virtual labs, on developing digital competencies in secondary school biology lessons. Employing a mixed-methods research design, the study combines quantitative surveys to assess changes in students' digital literacy levels with qualitative interviews to gain insights from educators and students. Participants included secondary school students and biology teachers from various schools, who integrated mobile learning technologies into their biology curriculum. The results demonstrate a marked improvement in students’ digital literacy, with a notable increase in their ability to navigate, evaluate, and create information using digital technologies. Furthermore, the integration of mobile technologies was found to enhance student engagement and understanding of biology concepts. This study contributes to educational technology literature by highlighting the role of mobile learning in promoting digital literacy and providing practical insights for its implementation in biology education.

Development of audiovisual learning media on ecosystem topic at SMA Negeri 1 Sigi

The objective of this study's endeavor is to create a digital audiovisual learning media product that serves as an innovative educational tool for the Biology curriculum in the tenth grade. Specifically, the focus is on the ecosystem topic. The utilization of an ADDIE approach is common in the field of research and development (R&D) studies. The process encompasses five distinct stages, namely Analysis, Design, Development, Implementation, and Evaluation. This audiovisual learning medium serves as a supplementary resource for the study of The field of biology, designed to complement the instructional materials provided to students during classroom instruction. The validation outcomes obtained from the three validators indicate that media, design, and material achieved percentages of 88%, 87%, and 76% respectively, based on highly attainable requirements. Moreover, the outcomes of student evaluations, which yielded an average score of 87% within a limited number of trials, demonstrate the utilization of very suitable criteria. According to established standards when assessing media, design, content, and restricted testing, audiovisual media is highly appropriate and beneficial for teaching.

Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers

ABSTRACT In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual understanding and self-efficacy in utilizing Next Generation Science Standards (NGSS), change in instructional practices, and overall student content learning. Fifteen rural middle-school science teacher participants were randomly selected to participate in the online or traditional PD, then taught the Toward High School Biology curriculum to their 504 middle-school students. Findings aligned with our hypothesis that online PD is as effective as traditional in improving student content knowledge related to the curriculum. Teachers’ instructional practices in using Next Generation Science Standards improved, as did their use of student-centered instruction and making science relevant to the lives of their students. Our study supports the importance of designing PD that effectively and economically brings teachers in isolated and diverse rural communities together.

Curriculum content mapping of the Chinese National Biology Curriculum Standards for middle school: an analysis from the OECD Education 2030 perspective

Curriculum standards are a critical component of a nation’s educational system and directly impact talent development and overall national development. Most studies on curriculum standards focus on a single competency. This study aims to understand the extent to which the competencies outlined in the OECD 2030-oriented learning framework are reflected in China’s compulsory education biology curriculum as a whole and within individual content subjects. In this study, we conducted a content analysis of China’s National Biology Curriculum Standards (Grades 7–9). The result shows that the standards cover 20 of the 28 competencies, focusing on foundational literacies, transformative competencies and competency development. We found that certain competencies, such as Action, Literacy, and Problem-solving, were emphasized across content subjects, while other competencies were uniquely emphasized within specific content subjects. This study provides a comprehensive view of China’s National Biology Curriculum Standards (Grades 7–9) from the perspective of future literacy development and can inform efforts to reform the curriculum.

Biology in a social context: a comprehensive analysis of humanization in introductory biology textbooks

To grapple with the sterility and Whiteness of Western science, scholars have proposed a pedagogical shift to culturally relevant and/or culturally sustaining pedagogy. A key tenet of culturally relevant pedagogy is a focus on developing students’ ability to use the knowledge they obtain to identify, analyze, and solve real-world problems. Thus, the ability to foster this consciousness among students and make justice/injustice visible within biology curricula is an act of humanization. Here, we characterize and quantify the extent to which six prominent introductory biology US-based textbooks include humanizing content. First, we built consensus on what it means to humanize biology in a textbook by iteratively revising a coding protocol until we achieved a continuum of humanization. Our continuum evaluates the quantity, location, and the nature of the humanizing element within the textbook. Then, we used the continuum to collect data through qualitative coding: each chapter of each textbook was coded by two coders who came to consensus on the humanizing elements within. We find that in general, the inclusion of humanizing content in introductory biology textbooks is rare: of the 9,670 pages of textbooks that we analyzed, we found 1,352 humanizing passages but the vast majority of these were discussed in a single sentence (23%) or multiple sentences (61%), rarely multiple paragraphs (13%) or entire sections (2%). Similarly, of the 9,262 questions in the books (e.g., in section or chapter summaries), only 2.5% of them were humanizing and of those, only (64%) provided an answer, and of the ones that provided an answer, we only coded 42% of the answers as humanizing. In addition to quantifying the amount of humanization, we also describe the ways in which the passages were presented. For example, only about 9% of the humanizing passages included nuance, 5% discussed equity/inequity, and only 4% positioned biology as a means to accomplish justice. In all, we present what we believe is the most comprehensive assessment of humanizing elements in introductory biology textbooks and pair that with specific guidance to instructors who seek to include humanizing elements in their classes.

Effect of Kolawole Problem Solving Method On Students’ Attitude Towards Biology in Secondary Schools in Ondo State, Nigeria

This study investigates the impact of the Kolawole Problem Solving (KPS) method on students' attitudes towards Biology in secondary schools in Ondo State, Nigeria. The study addresses three specific objectives: (i) examining the difference in attitudinal mean scores between students exposed to KPS and those using conventional methods in Biology, (ii) analyzing gender-based variations among students using the KPS method, and (iii) evaluating differences in attitudinal mean scores between students in rural and urban schools using the KPS strategy. A quasi-experimental design with a pre-test, post-test, control group structure was employed, involving an experimental group using the KPS technique and a control group using traditional methods. The study's population comprised Senior Secondary School Two (SSS II) students enrolled in Biology courses at public secondary schools in Ondo State. The sample included 139 SSS II students from six public schools, selected through a multistage sampling procedure. Data were collected using the Students' Attitude Towards Biology Scale (SATBS). The results revealed a significant difference in attitudinal mean scores between students exposed to KPS and those using conventional methods, with the KPS group exhibiting a more positive attitude toward Biology. However, no significant gender-based differences were observed among students using the KPS method, and there were no significant variations in attitudinal mean scores based on geographical location. In conclusion, the implementation of the Kolawole Problem Solving approach positively influenced students' attitudes toward Biology, without gender bias and regardless of location. This suggests the potential benefits of incorporating the KPS method into Biology curricula and providing comprehensive teacher training to effectively utilize this approach.

The Presence and Treatment of DNA isolation, PCR and Gel Electrophoresis Techniques in Biology Curricula, Textbooks and University Placement Exams: Are We Keeping up with the Pace of Biotechnology?

Understanding the basic applications of biotechnology is important in order to respond effectively to challenges related to GMOs, forensic science, bioinformatics, and the COVID-19 pandemic, which highlights the importance of biotechnology education. This study aims to examine the presence and treatment of biotechnological techniques (DNA isolation, PCR, and Gel Electrophoresis) in biology curricula, aligned biology textbooks, and university placement exams). The study adopts a qualitative case study approach, employing a document analysis method. Turkish National Biology Curriculum published in 2013 (BC-2013) and 2018 (BC-2018 and SBC-2018), curricula-aligned Biology Textbooks, and University Placement Biology Exam Questions (2016-2022) are used as documents. The results, regarding the examination of BC and SBC showed that the basic biotechnological methods were only included in the explanations of the SBC-2018. Regarding the textbooks, it was found out that 12nd grade textbooks include PCR and Gel Electrophoresis but not DNA isolation. Contents of these textbooks revealed some issues when examined in terms of textbook examination criteria. The biology questions in the university placement exams showed that they do not include biotechnological techniques or do not require knowledge of these techniques to choose the right option. As a result, this research highlights the challenges related to the current state of basic biotechnology techniques and emphasizes that curricula, aligned textbooks, and university entrance exams struggle to keep up with the pace of biotechnology. The study suggests updating biology curricula and aligned textbooks in terms biotechnological techniques and organizing them coherently to avoid scientific inaccuracies. It also suggests that the questions on university placement exams be revised to include more questions related to present-day biotechnology challenges and advancements

Quels enseignements de mathématiques pour la biologie ? / Which mathematics for teaching biology ?

A viewpoint on the teaching of mathematics in biology is presented. It is based on a defi- nition of the notion of the living organism, a description of an integrated didactic space where a curriculum is a path in this space, and, finally, a proposal for a framework of teaching extending from the bachelor's degree to the doctorate and taking into account the students' objective, either scientific or engineering. The aim of these reflections is to trigger a discussion on the presentation of programmes for the teaching of mathematics in biology curricula, making it possible to establish the objectives to be achieved from bachelor to master.

Integrating Authentic Neuroscience Research into the High School Biology Curriculum

BrainWaves is a Next Generation Science Standards-aligned neuroscience curriculum that allows high school students to develop and test original research questions related to how their brain helps them learn and form new memories. This article discusses the benefits and challenges associated with conducting authentic research in the high school biology classroom. This program was found to strengthen students’ content knowledge and self-efficacy in research, particularly among female and minority students who are often underrepresented in science, technology, engineering, and mathematics. Such positive student outcomes may be emulated in similarly designed curricula that prioritize student-centered anchoring phenomena and authentic research. The BrainWaves curriculum is available at https://brainwaves.education.uconn.edu.

Analysis of the Ability Levels of Biology Teachers to Implement Inquiry-Based Approach in Secondary Schools in Kiambu County, Kenya

The ability levels of teachers to implement an Inquiry-Based Approach (IBA) during teaching corresponds to the ability of teachers to prepare and present inquiry activities, possess pedagogical content knowledge, engage students in critical thinking and questioning skills, understand teaching inquiry using the levels of inquiry effectively, and providing guidance for students during inquiry. Inquiry-based classroom requires building a scientific environment similar to that of scientists which requires asking questions, observing, experimenting, and communicating results. This study investigated the ability levels of Biology Teachers to implement an Inquiry-Based Approach. The study adopted the descriptive survey design which involved qualitative and quantitative data with a target population of 1,194 students from Form 3, 29 Biology teachers, and 37 secondary schools. Data was collected using Biology teachers’ questionnaires, Form 3 students’ questionnaires, and classroom observation schedules. Data was analyzed using descriptive and thematic analysis. The findings show that majority of the teachers understand IBA and can implement IBA during teaching. However, Biology teachers pointed out that, students’ preparedness, inadequate teachers’ training in IBA, limited time, and students’ weak entry behavior in Biology posed challenges to their ability to implement IBA. The study recommends training programs should be organized for Biology teachers to enable them to implement IBA. The study also recommends that the Biology curriculum should have an extended time to enable Biology teachers to implement IBA frequently.

Investigating the Nature of Science in Reformed Chinese Biology Curriculum Standards

Investigating the Nature of Science in Reformed Chinese Biology Curriculum Standards

The Application Status, Principles and Strategies of Situation Creation in High School Biology

The "General High School Biology Curriculum Standards (2017 Edition, 2020 Revision)" requires teachers to learn to use real-life materials for teaching, to present the curriculum content in a situational manner, and to lay a solid foundation for students’ lifelong development. By investigating the current application of scenario creation in high school biology classroom teaching, it was found that teachers have a one-sided understanding of scenario creation and there are misconceptions in their teaching use. Students’ learning methods are not flexible enough, their autonomous learning ability is weak, and classroom learning efficiency is low. Therefore, teachers should follow the principles of objectivity, authenticity, emotion, and development when creating situations. Teachers can use pictures, videos, life phenomena, explore practice, and create scenarios through research cases. This article analyzes the current application status of scenario creation and develops a set of principles and strategies for scenario creation, which can provide reference and inspiration for biology teachers in frontline high schools.

A Survey on The Effects of Using Videos in Biology Lessons on Student Performance

A compelling and motivating approach should be supported in the information and communication technology-driven 21st century to aid students in learning more effectively. Due to its beneficial effects on the teaching and learning process, the use of multimedia in education has demonstrated its significance. The study investigated an examination of how the use of multimedia in a biology lesson affected students' performance. Three senior high schools' worth of 200 students were chosen at random, and they were divided into three groups at random. The study's quasi-experimental pre-post-control group design was used. While the control group received conventional care, the experimental groups were trained via multimedia presentations. The course of treatment lasted for 12 weeks. As data collection tools, the Biology Achievement Test (BAT), which was also validated, was examined for dependability using the Crombach alpha, which produced a result of 0.92, and the Validated Attitude Towards Biology Scale (ATBS), which produced a Crombach alpha of 0.86. Both descriptive and inferential statistics were used to analyze the acquired data. The findings showed a statistically significant difference between the forms of instruction and the learning outcomes of the students. Students receiving multimedia-assisted instruction performed better than their peers receiving traditional instruction. Therefore, it is advised that multimedia assisted instruction be implemented in the senior high school biology curriculum to enhance students' learning results.

Incorporation of Sustainable Development Goal 4 in Biology Curriculum Design: A Case Study

Curriculum design needs to be undertaken at both programme and subject level. The programme structure needs to enable the graduates to also acquire integrative biotechnology laboratory skills and employability skills. Module-specific knowledge and skills are essentially important, but they are meaningless on their own. This paper focuses on the review of one subject, i.e. BIO 2134 Instrumental Analysis, with the aim of examining the targets in Sustainable Development Goal (SDG) 4 - particularly Target 4.4 on increasing the number of people with relevant skills for financial success (employability skills), and Target 4.7 on education for sustainable development and global citizenship – and how they can be better achieved. We focused on the learning outcomes (LOs), assessments, and teaching and learning activities. First, we refined the 4 LOs to 3 to reduce overlaps and repetitions, as well as to improve students’ assessment workload. Secondly, we expanded the scope of one of the assessments by including the element of entrepreneurship into the research proposal. The study can provide very useful information for a larger scale review of the curriculum redesign to probe if similar changes can be done for other modules in the programme to be aligned with the SGDs agenda and its action of framework.