School Biology Research Articles

Understanding students' conceptions of plant reproduction to better teach plant biology in schools

Societal Impact StatementIt is critical that people understand the importance of plants to all life on Earth, and this must be taught in an understandable and engaging way at an early age. Plant reproduction provides useful real‐life examples for teaching students about the biology of plants. However, what do students actually know about this process? We asked students to complete one of three writing tasks to ascertain their understanding of plant reproduction. Their responses provide useful insight into their conceptions of plant reproduction. Ultimately, better knowledge of students' conceptions of topics like plant reproduction can provide educators with important insights to help guide and improve teaching of plant biology in schools. Summary Teaching botany is a challenge due to the phenomenon of “plant blindness” and students' general lack of interest in plants. The reproduction of flowering plants can serve as a useful topic for teaching botany by providing a real‐life context to aid learning. However, research has shown that students have difficulties in understanding how the stages of plant reproduction are connected. This study aims to examine students' conceptions of the processes of plant reproduction. Students' conceptions were analyzed in a multi‐method approach. A total of 724 students from fifth to 12th grade (aged 10–18 years) were assessed using three different types of writing and drawing tasks. Students' conceptions were analyzed in a qualitative content analysis. Results show that students struggle to differentiate between pollination and seed dispersal. Moreover, students have better knowledge about the function of seeds than about the function of pollen. Students are most familiar with seed dispersal by wind and pollination by bees. Better knowledge of students' conceptions can greatly aid teaching. Students' awareness of the function of seeds can be used as a starting point for teaching plant reproduction. The writing and drawing tasks of the study can be used in class to assess students' conceptions in an easy way to make conceptions and their development visible to both students and teachers. Knowledge about students' conceptions of plant reproduction can serve as a basis for deeper understanding and improve how plant biology is taught in schools.

The Status and Connotation of Senior High School Students’ Life Concept on the Background of Core Literacy

In the document “Curriculum Standard of General Senior High School Curriculum and Biology (2017 ed.)” published in 2018, developing students’ core literacy as the fundamental task and value pursuit of current educational and teaching curriculum reform in China. Life concept is the key element of the core literacy of biology in senior high school. This paper expounds the position and value of life concept in the biology curriculum of senior high school, and analyses the connotation of life concept, which will provide an important reference for the effective cultivation of the life concept of senior high school students in the future.

Evaluating Secondary School Biology Teachers’ Pedagogical Content Knowledge and Grade 10 Learners’ Understanding of Respiration: Case of Chipata District, Zambia

This study evaluated Secondary School Biology Teachers’ Pedagogical Content Knowledge (PCK) and Grade 10 learners’ understanding of Respiration. This was on the premise that effective PCK could help to improve learners’ conceptual understanding of respiration. However, there is a lack of empirical evidence backing the relationship between PCK and students’ understanding of respiration concepts. A total of 11 teachers and 84 grade 10 learners were drawn from six schools in Chipata district, Zambia. The teachers’ PCK was measured from lesson plans, lesson planning interviews and learners’ questionnaires while students’ understanding of respiration was measured using the Respiration Content Test. Quantitative data were analysed using SPSS by computing means, standard deviations, t-tests, and F-tests while lesson planning interviews were audio recorded and transcribed verbatim for further qualitative analysis. The results showed that the teachers demonstrated good pedagogical knowledge (M = 3.30, SD = 1.31) and content knowledge (M = 3.32, SD = 1.00) although their knowledge of students was poor (M = 2.05, SD = 1.20). The learners have a positive perception of teachers’ PCK although males have a higher positive perception that teachers meet their learning needs (M = 3.948, SD = 0.697) than females (M = 3.542, SD = 0.213); t(54) = 3.742, p< 0.001. Learners’ knowledge of respiration is good (M = 61.81%, SD = 37.74) although they generally had difficulties answering questions of higher order demand. The findings imply that teachers of biology need to consider learners’ prior knowledge and learning difficulties in their lessons in order to provide inclusive and equitable quality education. Policymakers and administrators should reinforce training programs aimed at enriching in-service teachers’ PCK. Future studies need to show how specific teaching methods can be used to help students overcome their learning difficulties and misconceptions about respiration.

‘And all our classes turned into a flower garden again’ – science education in Soviet schools in the 1920s and 1930s: the case of biology from Darwinism to Lysenkoism

ABSTRACTThe purpose of this article is to outline the evolution of biology education in Soviet schools in the 1920s and 1930s. After some introductory consideration of the ideological changes taking place in the field of genetics that impacted on the teaching of science and led to botany being favoured over biology in schools, the first part outlines the development of the natural sciences curriculum in the context of the Soviet reform of the school, which, after the October Revolution, abolished traditional teaching methods in favour of the active methods of American schools. The second part reconstructs the evolution of the teaching of biology through analysis of the biological station for young naturalists, ‘K. A. Timiriazev’, a centre created in 1919 by the famous biologist Boris V. Vsesviatskii (1887–1969). The third part illustrates the characteristics of botany education in schools of the 1930s, with a focus on the dissemination of the new scientific anti-genetic conception (known as Lysenkoism) and teaching practices in city and rural schools after the publication of Vsesviatskii’s textbook. The fourth demonstrates a progressive assimilation of the anti-genetic doctrine of Lysenkoism by teachers, with particular attention to the question of the natural sciences school curriculum and teacher training in the field of botany.

Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya

&lt;p&gt;&lt;em&gt;This study investigated the effects of using advance organizers on students’ achievement in biology in secondary schools in Kilifi County. &lt;/em&gt;&lt;em&gt;Solomon Four, Non-Equivalent control group design was used in this study. The study targeted all secondary school students in Kilifi County. The accessible population consisted of all form two students in Kilifi County. Purposive sampling was used to select four co-educational secondary schools in Kilifi County. The four schools were randomly assigned to experimental groups (E&lt;sub&gt;1&lt;/sub&gt;) and (E&lt;sub&gt;2&lt;/sub&gt;) and control groups C&lt;sub&gt;1&lt;/sub&gt; and C&lt;sub&gt;2&lt;/sub&gt;. A total of 156 students participated in the study. Data was collected using Biology Achievement Test (BAT). The reliability of BAT was estimated using Kuder-Richardson (K-R) 20 and Cronbach’s coefficient. This yielded a reliability coefficient of 0.82 and 0.79 respectively. BAT was validated by experts in science education from Egerton University. The data collected was analyzed using mean, &lt;/em&gt;&lt;em&gt;o&lt;/em&gt;&lt;em&gt;ne-way ANOVA and t&lt;/em&gt;&lt;em&gt;-&lt;/em&gt;&lt;em&gt;test. The level of significance was 0.05. The findings of this study show that there was statistically significant difference in achievement between learners in favour of those taught using advance organizers compared to those taught using conventional teaching methods. The findings also indicate that there was no statistically significant gender difference in achievement.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;

Biology Education: The Value of Taking Student Concerns Seriously

This article examines the question of how biology courses can take student concerns more seriously than they often do. The focus is on school biology although the arguments apply to other biology courses too. The article begins by examining Michael Young’s argument that schools should provide students with access to powerful knowledge—the sort of knowledge that they are unlikely to obtain from elsewhere—and compares this with John White’s argument that the curriculum should enable student flourishing, and that as part of this, there should be more student choice about what they study. It then discusses recent work on the benefits of independent research projects, in which students undertake authentic investigative work where they have considerable control over the work, and concludes that these generally motivate students and are a good source of learning for them. It goes on to examine what lessons might be learnt for school biology from the informal learning sector, such as Natural History Museums, where visitors have great autonomy with regard to what they study. Finally, it looks at the concept of ‘worldviews’ and argues that this provides another argument for taking student concerns seriously. The article concludes that taking student concerns seriously in school biology would facilitate human development, in particular, development towards greater student autonomy, and that this can be done in ways that have been tried and allow for high quality biology teaching and learning.

Introduction to the special issue: A critical examination of the Next Generation Science Standards

Introduction to the special issue: A critical examination of the Next Generation Science Standards

Teaching of Geoscience in the context of basic education in Brazil

Brazil has a very large territory with a peculiar geological, pedologic, and climatic situation, with many natural resources, but also with situations of geological risk. The Geoscience knowledge needed to face these challenges can be learned at school. Official documents of Brazil and of the state of Sao Paulo were surveyedto determine the contents of Geoscience in the curriculum of basic education. It was observed that the topics of Geoscience in these documents are limited and separated into various disciplines: natural sciences and geography, in elementary education, and biology, geography, chemistry, and physics in high school. The documents propose an interdisciplinary approach. With references to international documents of the International Geoscience Education Organization, Earth System Education is proposed as a unifying theme for an interdisciplinary approach, and specific training on interdisciplinary work is suggested for teachers.

Connecting ecology to daily life: how students and teachers relate food webs to the food they eat

This study used sociocultural learning theory to better understand how middle and high school environmental science and biology students and pre- and in-service science teachers connect the daily life activity of eating to the food web model learned in school. We sought to understand how student and teacher perceptions of the environment and their experiences influenced their responses to interview questions regarding this topic. Findings, based on transcribed interviews with 54 study participants, indicate that three quarters of teachers and students were unable to connect the food they eat with ecosystem food webs. Even so, many respondents particularly those from elite public schools, did not demonstrate common food web misconceptions identified by other researchers, instead showing a sophisticated understanding of food web interactions. These findings indicate that even though participants were proficient in their school science understanding of food web interactions, they did not readily think about how their everyday out of school activities, like eating, relate to those interactions. This may be representative of a more general disconnect between formal ecology instruction and daily life activities. We provide several recommendations for how this disconnect can be remedied in our classrooms.

Digitalni dihotomni ključ u botaničkom obrazovanju učenika osnovne škole

Traditional teaching, which is predominantly represented in the teaching of biology in primary and secondary schools, is one of the main reasons for the emergence of the plant blindness among students. Modernization of teaching methods could reduce this phenomenon among students. The aim of the research is to examine the contribution of the created digital dichotomous key (DDK) and instructive (traditional) methods to the quality and durability of eighth-grade students' knowledge of the Systematics and Classification of Plants. The research also examines the students' opinion on the contribution of DDK to their knowledge and motivation for learning botanical contents. The research involved the participation of one hundred twenty students of the eighth grade from Montenegro (12-13 years old), who were divided into two groups: K (contents were taught by IM) and E (the same contents were taught by DDK). The quality of students' knowledge after content realization was tested with post-test, while the durability of knowledge was tested by the retest. Students opinions are examined by the survey. The results of the research showed that DDK contributed to the higher quality and durability of students' knowledge in relation to IM at cognitive levels: analysis, evaluation, and synthesis. Students of the E group have a positive opinion on the contribution of the DDK to the quality of their botanical knowledge and a greater motivation for studying the plant world. In the realization of the aforementioned botanical contents, priority should be given to DKK in relation to IM.

Investigating Factors That Influence The Use Of YouTube In Teaching Biology In High Schools In Saudi Arabia Based On The Technology Acceptance Model

Investigating Factors That Influence The Use Of YouTube In Teaching Biology In High Schools In Saudi Arabia Based On The Technology Acceptance Model

Mary Crow: leader in research on systemic lupus erythematosus

Mary “Peggy” Crow was not one of those people who always wanted to be a doctor. “I absolutely was not on a track toward either medicine or research”, Crow, Physician-in-Chief at the Hospital for Special Surgery (HSS), New York City, USA, and a past President of the American College of Rheumatology, told The Lancet. She took biology in 7th grade and loved it, Crow says, but at her private high school in Westchester County, NY, girls didn't get to take science—she “was not even offered science courses”, recalls Crow. In her freshman year of college, she won the school's biology prize, “which kind of shook me up”, says Crow, now a Co-Director of the Mary Kirkland Center for Lupus Research at HSS and Chief of the Division of Rheumatology at Weill Cornell Medical College. She began to think, “maybe this is something that I could be good at”. Lupus research centre fosters collaborationThe Hospital for Special Surgery (HSS), New York, USA, has been a leader for decades in the study and treatment of rheumatological diseases such as systemic lupus erythematosus (SLE) and rheumatoid arthritis. Full-Text PDF

Pengembangan Ensiklopedia Digital Hewan Vertebrata Berbasis Android Studio 2.2 untuk Kelas X SMA

The proper media will easy students to understand subject matter in class. This study aims to develop digital media in the form of encyclopedia for vertebrate as a source of student learning. The This research and development produce digital encyclopedias of vertebrate that is used as media in learning biology. The model used in this study is the ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). Products that have been developed are then validated by material experts and media experts. The validation process by the two experts was carried out three times before finally the prouduct was declared feasible to be tested both for teachers and students. The response showed that biology teacher in the SMA 4 Muaro Jambi assesed the product as "very good". The results of the small group trials obtained a percentage value of 96.3% (very good category), while the large group trials obtained a percentage value of 84.6% (very good category). Based on the results of these trials, overall the digital encyclopedia of vertebrate animals based on Android Studio is categorized very good to be used as one of the learning resources in learning biology in high school.

Pengaruh Penerapan Metode Problem Based Learning Terhadap Sikap Ilmiah dan Hasil Belajar Biologi Siswa Kelas VII MTs NW 01 Kembang Kerang

This study aims to determine the effect of the application of Problem Based Learning method on the scientific attitude and learning results of 7th grade students in MTs NW 01 Kembang Kerang towards the study materials in biology. This research is a Quasi Experiment (Pseudo-experiment) that was designed to use both Pre-test and Post-test control groups. The study samples were taken randomly from two different classes i.e. VII C as the experimental group and VII D as the control. The output of this study was presented in a scientific attitude of the students, analysed by descriptive test as well as the learning results of the students which were observed by unpaired T-test. The results showed that there was a significant difference in the scientific attitude of the students in the experimental class compared to the control one where the conventional method was applied. This was shown by the difference in the variance of students’ attitude (86.6% in the experimental group; 47.2% in the control). There was also a significant difference in the learning results of these students. The T-test was performed and it has been shown that the significance value was 0.019 &lt; 0.05. To summarize this study, Problem Based Learning method had a significance impact in the scientific attitude and learning results of the students, this suggested that this method can be used as an alternative technique to teach biology in school.&#x0D;

МEКТEПТEГI БИOЛOГИЯ ПӘНIН МOДУЛЬДIК ТEХНOЛOГИЯНЫ ПAЙДAЛAНA OТЫPЫП OҚЫТУ ӘДICТEPI

МEКТEПТEГI БИOЛOГИЯ ПӘНIН МOДУЛЬДIК ТEХНOЛOГИЯНЫ ПAЙДAЛAНA OТЫPЫП OҚЫТУ ӘДICТEPI

ECO-TRAILS – AN OPPORTUNITY FOR LEARNING OUTDOORS CLOSE TO NATURE

Acquiring key competences is a priority in contemporary education. According to some authors, eco-trails provide an opportunity for training in natural ecosystems. The purpose of this study is to examine the capabilities of a constructivist design for learning that is close to nature with respect to acquiring practical knowledge, motivation, and formation of environmental competencies in students. To verify this assumption, the following methods were applied: curricula analyses of teaching biology in secondary schools (Grades 5–8, Ministry of Education and Science of Bulgaria) and high schools (Grades 9–10, Ministry of Education and Science of Bulgaria), and pedagogical experiments and surveys among students for approbation of a model for environmental education that is close to nature. A syllabus for selectable (optional) training on ecological topics was developed. A model of ecological training, “close to nature”, was devised through the constructivist design and active approach, and in approbation of the model, students acquired practical knowledge, formed environmental competencies, and an increase in their motivation to protect the ecological balance.

EFFECTIVENESS OF PLASMA TELEVISION INTEGRATION IN TEACHING SECONDARY SCHOOL BIOLOGY

The purpose of this study was to evaluate the relative effectiveness of Plasma TV (PTV) integration in teaching secondary school Biology at Haramaya University Secondary Model School Ethiopia. The sample consisted of 48 students from Grade 9 and were randomly split into control [non-plasma TV] and experimental [plasma TV] groups. A chapter on “Cell Biology” was taught to the two groups by two teachers having similar qualifications for a month's time. After the treatment, post-test was administered to the subjects. Independent-sample t-test was used to determine whether there was a statistically significant difference in the mean scores of the two groups. The analysis of data indicated that there were no significant differences in the mean scores between the two groups on pre and post- tests. Similarly, high achievers in the control and experimental groups didn't significantly differ either. Furthermore, there was no significant mean scores difference between low achievers of control and experimental groups. The results generally implied that teaching students through PTV didn't significantly contribute to better understanding of the lesson compared to the conventional method of teaching. Finally, the present study provides an opportunity to be replicated to make a comprehensive conclusion about the effectiveness of PTV to teach secondary school Biology.

The direction and autonomy of interdisciplinary study and research paths in teacher education

This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through the investigation of a generating question concerning the illness diabetes. The resulting interdisciplinary knowledge as evidenced through students written diaries is analysed using the Anthropologic Theory of the Didactic and shows the challenge of combining two disciplines and their didactics at the same time. Two particular forms of didactic infrastructure to guide the self-sustained process of SRP are proposed and scrutinized: Selective picking and Side questions. Selective picking is shown to be a promising, yet indirect, infrastructure to steer the SRP without taking away the desired autonomy of the students. Side questions, initially proposed by Ives Chevallard, are considered in light of the case, and a number of suggestions for their characteristics and use are put forward.

Extracting DNA to Visualize the Unity &amp; Diversity of Life

We have developed a new DNA extraction experiment for high schools. It uses the concept “Life possesses not only unity, but also diversity” to teach Japanese and American students that various organisms have DNA in their bodies as a common chemical background. In this experiment, students extract DNA from representative organisms of the five kingdoms Monera, Protista, Fungi, Plantae, and Animalia (although the system of classification into five kingdoms has been replaced by three domains in current taxonomy, Japanese students are familiar with this classification system from their earlier education). After practice experiments with high school students and biology teachers were performed, the educational effects were evaluated by questionnaires. The results suggested that the DNA extraction experiments were effective to a certain extent and that, although several points should be improved, this experiment is adequate for practice in high schools.

Teaching microbiology to undergraduate students in the humanities and the social sciences

This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal.