Biology Teachers Research Articles

Promoting inclusivity in ecology, evolution, and behavioral biology education through course-based undergraduate research experiences.

Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research.

On the Results of the VIII Сongress of the Vavilov Society of Geneticists and Breeders

The International Congress "VIII Congress of the Vavilov Society of Geneticists and Breeders dedicated to the 300th anniversary of Russian science and higher education" was held in Saratov, June 14-19, 2024. The Congress program comprised 20 symposia, four round tables and the III Forum “Genetic Resources of Russia”. More than 700 researchers from Russia and friendly foreign countries took part in the Congress. As part of the scientific program of the Congress, about 300 oral and 400 poster presentations were made. The Congress events provided a platform for a comprehensive discussion of the results of current research in the fields of genetics, breeding and biotechnology, bioinformatics and systems biology, medical genetics, symbiogenetics, ecological and evolutionary genetics. The issues of bioethics, legal and social aspects of genetic and genomic research, and interaction between science and the business community were raised. Particular attention was given to questions of the history of genetics. The VIII Congress of Vavilov Society of Geneticists and Breeders (VOGIS) was held in a historical place, firmly associated with the name of Nikolai Ivanovich Vavilov, who formulated the law of homologous series in variation, described the Centers of Origin of Cultivated Plants and assembled one of the largest biological collections in the world. The Congress welcomed the adoption in the first reading of the law "On bioresource centers and biological (bioresource) collections" by the State Duma of the Russian Federation on 18.06.2024 and emphasized the importance of its final adoption and entry into force, noting that biological collections are the fundamental basis of scientific and technological chains, and their preservation, development, study and use are an important factor in the successful implementation of the Strategy for Scientific and Technological Development of the Russian Federation. The Congress discussed issues of education in the spheres of genetics, biotechnology and breeding in the Russian Federation, and also listened to and approved the Concept for the Development of Biological Education, aimed at implementing the goals of the Russian Federation through 2030 and for the future until 2036.

Enhancing Biology Teachers' Professional Development

The purpose of the study is to identify the necessary knowledge to be developed by biology teachers using the TPACK model for each of the five topics that are difficult to teach in Mongolian high schools. Five groups—“respiration,” “regulation of the living body,” “biotechnology, genetic engineering,” “enzymes,” and “immunity”—were selected as difficult groups for teaching according to the TPACK model. The study questioned 113 school biology teachers for content knowledge (CK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technological pedagogical content knowledge (TPCK). For each topic, TCK is the heaviest and CK the lightest compared to other types of knowledge for biology teachers. In terms of the correlation coefficient, for the groups, TCK and TPCK had the highest correlations. This research proposes the development of TCK and TPCK content modules for specific groups of secondary school biology teachers is crucial.

A Development of Flipped Classroom Based an Electronic Module on Circulation System Material to Increase Student’ Learning Motivation

The using of teaching materials has an important role to increase student learning motivation. This research and development aims to produce the Flipped Classroom based E-module that is appropriate, practical, and effective to increase students learning motivation on eleventh grade at senior high school. The research used a research and development methodology (R & D) with ADDIE development model through the phase of Analysis, design, development, implementation and evaluation. The data resources are material scholar, biology teacher, and the eleventh grade student at senior high school. The research instrument used a questionnaire. The data analysis used likert scale then the result of the research indicated that the product is appropriate based on the material scholar’s assessment is 97,91%, (very appropriate), and the media scholar’ assessment is 91,25% (very appropriate) the product is practically used based on biology teacher is 100% (very practical) and the result of small scale test obtained 89,66% (very practical). An E-module is effective to increase students motivation learning based N-gain score result 0,49

Validity of Creative Interactive-Web and Seamless Learning Media and Learning Models to Improve Students' Creative Thinking Skills and Cognitive Learning Outcomes in High School Biology Subjects

This research aims to determine the validity of the Creative Interactive - Web And Seamless (CRI-WES) media and learning model. Development in this research uses the Wademan model which has five stages of development, namely problem identification, identification of tentative products and design principles, tentative products and theories, prototyping and initial product and theory assessment, and problem solving and theory development. The results of the biology education expert's validity analysis for content and construct validation showed a reliability percentage of 100% (R>75%). Biology education experts' validation of learning tools is included in the category of very valid, valid and sufficient to support learning with the CRI-WES model. Shows that the assessment tools and instruments are truly valid for use and do not require revision. This research produces an innovative learning model that is valid and can be used to assess practicality and effectiveness. This can also be applied to improve students' creative thinking abilities and cognitive learning outcomes in biology subjects at the high school level.

ICT Skills for Future Professional Performance of Biology Education Students of Papua

To date, ICT (information and Communication Technologies) integration have led to significant changes that transform many aspects of education world. The main objective of the research was to analyze the ICT skills for future professional performance of biology education students at Faculty of Teacher Training and Education of Universitas Cenderawasih. This research was a non-experimental and descriptive quantitative methodology, with an assistance of electronic survey to collect data. The 43-items questionnaire was completed by 75 students and concludes that students showed from medium to high average for all areas of ICT competences (technological literacy; the search and treatment of the information, critical thinking, problem solving and decision making; communication and collaboration; digital citizenship; creativity and innovation), and obviously need to be improved in some items formatively.

A map of collective pedagogical content knowledge as a basis for studying the development of biology teachers’ personal PCK of evolution

ABSTRACT In the past few decades, a large body of research has been conducted on pedagogical content knowledge (PCK), but further empirical and theoretical studies are needed to enhance our understanding of PCK development. This study aimed to describe the development of PCK of evolution in a group of biology teachers using a modified version of the refined consensus model (Mixed Model), including the five components of PCK from the model elaborated by Magnusson et al. (1999). The qualitative research design involved multiple study cases, including semi-structured interviews and lesson plan meetings. A collective PCK (cPCK) map was generated via content representation interviews with six expert biology teachers and scholars. The ideas expressed by three or more experts were then included in the cPCK map, which was used to assess the personal PCK (pPCK) development of a different group of seven biology schoolteachers using three traits: map area, map shape, and the identity of the concepts included in the map. The findings show that the development of teachers’ pPCK was mainly due to the increase in the map area resulting from the inclusion of new concepts belonging to knowledge of students learning and to the knowledge associated with strategies.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PROBLEM BASED LEARNING (PBL) TERHADAP MOTIVASI BELAJAR SISWA KELAS XI SMA NWDI PANCOR

This research aims to determine the validity and effectiveness of Project Based Learning Student Worksheets (LKPD) in increasing student learning motivation on the Human Digestive System material. This type of research is development research. This research uses the Bord and Gall development model. This model consists of 10 stages, but in its implementation it was simplified into 5 stages which were adapted to the needs and limitations of the research. The test subjects in this research were 1 material expert, 1 design expert, 1 biology teacher and 24 students. The data collection technique used in this research is a learning motivation questionnaire. The data collection instrument used in this research is an instrument to measure the validity of the LKPD in the form of a material expert validation sheet and a design expert validation sheet. The instrument for knowing teacher responses and student responses to LKPD is in the form of a questionnaire. Data analysis in this research uses instrument validity, student response results, and analysis of learning motivation questionnaire results. The results of the validity analysis of the material expert obtained 83.82% with valid criteria, the results of the validity analysis of the design expert obtained 88.33% with very valid criteria, and the results of the teacher response analysis obtained 98.68% with very good criteria as well as the results of the analysis of participant responses. students on LKPD obtained 90.07% with very good criteria. The results of the analysis of the student learning motivation questionnaire obtained a percentage of 91.14% with the criteria for achieving learning objectives (KKTP) being very effective. From the results of the research trial subjects, it shows that the Project Based Learning LKPD is suitable for use according to the needs of students.

A Conjoint Analysis of Student Preferences for Teaching and Learning Process

Assessments carried out by education quality monitoring institutions often ignore student assessments, the results of which are not relevant to what students need. Therefore, the assessment of the teaching and learning process must be carried out transparently and accountable by involving students in the assessment of teaching and learning process. Actions like this are nothing more than an effort to adapt the teaching and learning process to student needs. This descriptive research aims to explain students' preferences for the quality of teaching and learning. A total of 65 prospective biology teachers were respondents, consisting of 17 students in 1st semester, 23 (3rd semester), 7 (5th semester), and 18 (7th semester). From the results obtained, our respondents consider that increasing competence is the most essential attribute or factor related to the teaching and learning process, with an important value percentage of 21.931. Then, teaching organizations (19.901) and learning opportunities (19.662). We use this information regarding student preferences as a guide to improving the teaching and learning process in the future while still correcting several existing deficiencies, such as involving active student participation and providing maximum academic assistance, as well as allowing students to develop their thinking abilities.

Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and Their Approaches to Teaching

Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and Their Approaches to Teaching

Analisis Kesalahan Berbahasa dalam Makalah Mahasiswa Program Studi Pendidikan Biologi Universitas Negeri Medan

This research aims to determine and improve students' critical thinking skills in Indonesian language errors in writing papers for students in the biology education study program at Medan State University, which was carried out using a qualitative descriptive approach. Through qualitative descriptive research methods, researchers provide a real picture of what happened in the field, namely language errors in a biology education student's paper at Medan State University. The technique for collecting data used reading and note-taking techniques. In this research, the intralinguistic analysis method is used, namely an analysis method that compares linguistic elements with reference to the meaning of these language elements (linguistic properties). Includes errors ranging from the use of capital letters, italics and bold letters. The data source in this research is papers from biology education students at Medan State University. The results of this research show that the analysis of language errors contained in student papers is in the form of Indonesian spelling errors which include errors ranging from the use of capital letters, italics and bold letters. From the overall results of this research, 25 usage errors were found. Errors in the use of letters include 6 errors in the use of capital letters, 13 errors in the use of italics, and 6 errors in the use of bold letters. Errors in the use of Indonesian spelling occur because students are not careful, pay less attention and do not master the rules of good and correct writing so that there are still several errors that appear in writing papers.

Perbandingan Pemakaian Bahasa Indonesia dalam Konteks Formal dan Informal di Kalangan Mahasiswa Pendidikan Biologi UNIMED

This research aims to obtain data regarding the comparison of the use of Indonesian in formal and informal contexts among UNIMED Biology Education Students and to examine the use of formal and informal Indonesian in various communication situations among Biology Education students at UNIMED. This research method is quantitative. The population in this study were Biology Education students at Medan State University, with a sample size of 24 students. Research data was collected using a questionnaire technique consisting of 10 statement items. The research results show that based on survey results, the majority of respondents (70.8%) rarely use formal language in daily conversations on campus, indicating a tendency for casual communication between fellow students. However, a small majority (16%) often use formal language, while only (12.5%) always use formal language. Although the majority avoided using formal language regularly, none never used it, indicating an awareness of the importance of formal language in certain contexts, such as presentations, academic discussions, or interactions with lecturers.

Characterisation of the pedagogical knowledge of evolution content using the mapping approach

ABSTRACT The attributes of Pedagogical Content Knowledge (PCK) related to biological evolution in Biology teachers with varying years of professional experience were investigated. Unlike previous research that used questionnaires and interviews, we adopted a mapping approach, a more contemporary exploratory methodology. We conceptualised PCK as a narrative knowledge, which inquiring through a hypothetical classroom situation, reveals a teleological epistemological obstacle about evolution. We explored the perceptions, predictions, and justifications of 32 teachers, using their narratives as analysis units for mapping in accordance with their teaching experience. The results highlight that the most linked components of PCK are knowledge of the curriculum, knowledge of students, and teaching strategies. It was observed that novice teachers exhibit PCK with a greater number of linked components. Conversely, expert teachers recognise assessment knowledge in the structure of PCK, while novices emphasise the purposes and nature of the sciences. These findings suggest that the exploration of the relationships between components should not be viewed uniformly, but in terms of the type of the generating knowledge.

Promoting public engagement in interdisciplinary biological systems education by leveraging American sports-inspired bracket contests on social media and web.

The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

Effect of Content-Focused Coaching on Academic Performance and Retention in Identified Difficult Biology Topics amongst Senior Secondary School Students

This study investigated the effect of Content-Focused Coaching (CFC) on academic performance and retention in difficult biology topics among Senior Secondary School students in Zamfara State, Nigeria. Quasi-experimental design was adopted for the study. Multi-stage sampling technique was employed to select 1005 students (480 males, 525 females) and 48 teachers from 166 public schools. The Biology Performance Test, with a reliability coefficient of 0.77, was used for data collection. Teacher participants were exposed to CFC for seven weeks, focusing on six identified perceived difficult biology topics. Data collected were analysed using ANCOVA at a 0.05 significance level. Results showed significant differences in performance (F(3, 966)=111.394, p<0.05) and retention (F(3, 966)=164.035, p<0.05) among students taught by teachers with Pedagogical Content Knowledge and those taught by Biological Content Knowledge-only who were exposed to CFC. Gender differences were observed, with CFC being effective for both genders. Whereas, students taught by teachers with Pedagogical Knowledge-only exposed to CFC did not significantly improved in performance and retention, and showed notable gender differences similar to those taught by teachers in the control group. The study recommended CFC for professional development of biology teachers.

Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs)

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.

ÜMUMTƏHSİL MƏKTƏB ŞAGİRDLƏRİNİN BİOLOGİYADAN TƏDQİQATÇILIQ FƏALİYYƏTİNİN ƏSAS İSTİQAMƏTLƏRİ

Teaching Research Skills to Students in the Teaching of Subjects, Including Biology, is One of the Current Problems Summary The article is dedicated to the research activity in the teaching of biology of secondary school students. There, the main directions of research activities are investigated. Factors affecting the development of students' research skills in teaching biology: organization of observations on living organisms and biological processes in them, application of acquired knowledge in practice, calculation with integrative content and solving experimental issues, problems, examples, etc. is detected. The features of their application in lessons are explained. Pedagogical and methodical requirements for students' research skills are justified. Methodical recommendations are given to teachers in this field. Key words: research activity, problem solving, observation, collaboration, skill, training, cell, experiment, integration

Influence of Environment on Academic Performance of Senior Secondary School Biology Students in Owerri Municipal Council of Imo State

The influence of environment in which students generally and specifically science students study on their academic performance is the main concern of this study. Biology, both as a subject and a discipline is a natural environment friendly endeavour. The environment of its study by students is very crucial. The objectives of the study included examining the influence of school location, security of school environment, home background of the students and cleanliness of the school on secondary school student’s performance in Biology. The sample size was six hundred and thirty-five (635) students (10% of the population) selected from five secondary schools out of the ten public schools. From the results, it was that concluded all the environmental factors considered in the study influenced the academic performance of Biology students in Owerri Municipal. It is recommended that all stakeholders in biology education of students should encourage and facilitate stronger partnerships between schools and home to ensure that everyone participates actively in and support students’ academic endeavors in biology through ensuring a healthy and secure school environment.

BİOLOGİYA FƏNNİNİN HƏYATİ ƏHƏMİYYƏTİ

The Vital Importance of Biology Summary In the article, noting that all the subjects taught in secondary schools, as well as the content of the biology subject are directly aimed at the formation of life skills and habits, the biology subject curriculum was looked at in order to answer the question of what skills biological education should develop in the student, the lessons of teachers were observed in schools, the development of life skills possibilities have been determined. At the same time, the approach of the educators to the problem was investigated in the article, and their difficulties in this direction were clarified. Key words: knowledge, skills, life skills, personality, resource

The migrasome as a developmental learning paradigm in cell biology.

Migrasome is a newly discovered organelle composed of small vesicular structures enclosed in membrane structures. Since its discovery in 2014, migrasome has attracted increasing attention in cell biology due to its critical role in multiple disease processes. Its pivotal role in various disease processes, including cell migration, intercellular communication, removal of damaged mitochondria, embryogenesis localization, immune cell chemotaxis, and virus transmission, underscores its significance in biological systems. With research on migrasome steadily increasing, it becomes a unique resource for undergraduate cell biology education. For deeper understanding of migrasome, we applied a bibliometric approach. Here we conducted a comprehensive analysis of migrasome research by retrieving relevant literature from databases such as Web of Science, Scopus, and PubMed using the keywords "migrasome" or "migrasomes."Employing CiteSpace software and Prism, we analyzed annual publication trends, identified core authors and institutions, assessed national contributions, examined keywords, and scrutinized highly cited literature related to migrasome research. This study presents a comprehensive overview of migrasome research, elucidating its literature characteristics, key contributors, research hotspots, and emerging trends. By shedding light on the current status and future trajectories of migrasome research, we aim to provide valuable insights for teachers in cell biology education. We propose for the integration of migrasome research into undergraduate curricula to enhance the understanding of cell biology among premedical, medical, and biomedical students, thereby fostering a deeper appreciation for the intricate mechanisms governing cellular behavior and disease processes.