Biology Teachers Research Articles

Teaching infectious diseases during and in the aftermath of the COVID-19 pandemic – middle school teachers’ choice of content and instructional approaches

ABSTRACT The COVID-19 pandemic impacted immensely in schools worldwide, emphasising the pivotal importance of infectious diseases. This study aims to delineate the teaching of diseases in middle schools, investigating how content and instruction was influenced in the aftermath of the pandemic. Semi-structured individual interviews were conducted with teachers. The analytical method involved thematic analysis. The first analysis concerned teaching content was based on the framework of contagion literacy. The second analysis investigated the teaching approaches through an inductive analysis. The findings suggest that the pandemic had an impact on the biology teaching in relation to infectious diseases. During the pandemic, teaching largely revolved around student-initiated, question-driven discussions about current events related to societal health initiatives within schools, rather than expanding the planned biology curriculum. The main finding is that teachers focused on hygiene and to influence students’ behaviours interactively. The pandemic was not fully exploited by the participating teachers to develop more curriculum-based teaching including functional and critical health literacy perspectives. The study recommends that biology teachers collaborate with school health teams and engage in interdisciplinary work. We also suggest to amend primary science teacher education to meet the need to teach the young people in the event of future pandemics.

Perception of Early-Career Biology Teachers on the Impacts of Mentoring Modes on Instructional Delivery Effectiveness

Advancements in technology have led to virtual mentoring complementing or replacing face-to-face mentoring, but the perceived effectiveness of each by early-career biology teachers remains understudied. This study investigated the comparative effectiveness of on-site and virtual mentoring modes as perceived by early-career biology teachers. Three research questions and two null hypotheses were answered and tested, respectively. A descriptive survey research design was adopted for the study. The study involved 80 early-career biology teachers with less than five years of teaching experience, divided into on-site (n=40) and virtual (n=40) mentoring groups. Data was collected through a validated questionnaire having a reliability coefficient of 0.81. Percentages, means, standard deviations, and t-tests were used for data analysis. The findings revealed that on-site mentoring was perceived to significantly improved content knowledge, instructional strategies, and professional rapport. In contrast, virtual mentoring fostered reflective practice and provided extensive resource access but faced challenges such as scheduling conflicts and technological barriers. Significant differences in perceived effectiveness and challenges between the two modes of mentoring led to the rejection of both null hypotheses. On-site mentoring was perceived as more effective due to its immediate, hands-on support, while virtual mentoring offered valuable flexibility and resource access despite its challenges. A blended mentoring approach was recommended to combine the strengths of both modes for early-career biology teachers.

Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching

ABSTRACTThis study focuses on how two school districts managed and changed the instructional core—student learning goals, instructional resources and strategies, and assessments—in their required high school biology course as they responded to new state science standards based on the Next Generation Science Standards (NGSS). Biology teachers in both districts had access to NGSS‐aligned resources for their classrooms. Interviews with teachers, district science coordinators, and union leaders revealed how district responses were affected by two institutional logics: academic logics included the criteria that teachers used to choose resources and strategies for their classrooms and professional logics included the roles and responsibilities of district professionals. Participants from District A endorsed a common‐sense experiential academic logic, which recognized teachers' obligations to meet general criteria for content coverage while using their personal experiences and values to make detailed instructional decisions. They also endorsed a professional logic of privacy and noninterference, which recognized teachers' individual autonomy in making decisions about their classroom instructional cores. In contrast, participants from District B described how district professionals empowered a course‐based professional community to make decisions about the instructional core that all biology teachers followed in their own classrooms. We examine how this strategy enabled actions consistent with an instructional improvement logic that supported an NGSS‐aligned instructional core in all biology classrooms. We consider the implications of this contrast for teacher learning in organizational settings—the focus of this special issue.

Antioxidant Activity of Hotong (Setaria italica) Seeds from Buru and its Implications for Biochemistry Learning

Hotong Buru seeds (Setaria italica) are a local wisdom food ingredient in South Buru Regency, Maluku Province, Indonesia. These hotong seeds are widely consumed by the people of South Buru as a staple food substitute for rice. Hotong Buru seeds contain bioactive components that have antioxidant properties, including tannins and Vitamin E. Tannins are polyphenols, one of the anti-nutrients found in food ingredients. These components are mostly contained in the epidermis. This research aims to analyze the antioxidant activity of Hotong Buru (Setaria italica) seeds and their implication for Biochemistry Learning. Antioxidant analysis was conducted using 1,1-dephenyl-2-picryl-hydrazyl (DPPH) as a free radical. Descriptive analysis was used to describe the chemical composition and quality of Hotong Buru seeds in tables and graphs. Inferential analysis was done using one way ANOVA technique to analyze the effect of food quality. All data were presented descriptively, and antioxidant activity was calculated using the SPSS Program. The results showed that Hotong seeds from Buru Island positively contain secondary metabolite compounds such as alkaloids, flavonoids, terpenoids, steroids, tannins, and saponins. The content of these secondary metabolites can act as antioxidants for the human body. Antioxidants are very important to delay or inhibit damage to molecular compounds. In addition, the results of this study are implicated in biology learning, especially biochemistry, food science, and nutrition courses. The phytochemical test showed that there were antioxidants in Hotong Buru seeds ingredients, there are alkaloids, flavonoids, steroids, tannins, terpenoids, and saponins. The implications of research results for biology learning have been made clear in the form of practical instructions that have been applied to students of the Pattimura University Biology Education Study Program. Keywords: Hotong buru, antioxidants, culinary ingredients, biochemistry learning

Project-Based Learning Tool Model that empowers the Metacognitive Skills of MAN Model Manado Students

Problems in learning that do not empower students' thinking abilities, especially metacognitive skills, are of high concern in the 21st century. The demands of life require humans to have some required skills and must be empowered to learn through appropriate learning tools. This research aims to develop project-style learning tools that enable students' metacognitive skills in biology subjects. The research method used is Borg & Gall model development research with the following steps: 1) needs analysis to obtain the required information, 2) literature study, 3) development of learning tools using a project model, and 4) expert validation, then continued with limited group testing on users. The results of the development in the form of ATP and the Phase E Biology Teaching Module, show that the learning tools that have been developed are suitable according to material experts and learning experts with very high assessment categories, namely 94% and 90.66%, 100% of teacher assessment results, so that the learning tools are suitable for use. This is also reinforced by data from the results of applying learning tools to students by measuring students' metacognitive skills reaching a score of 76 or the good category. Keywords: learning tools, PjBL, metacognitive skills

Validity Profile and Practically Biological Teaching Structures Based on Local Potenties BIOLA PJBL High Level and Enrichment Program

Biology based on local potential Bioecology (BIOLA) PjBL High Level, is a promoter of a valid and practical enrichment program for SMAN pupils in Saparua Island. Products were developed in the form of RPPs, teaching materials, and Students Project Activity Sheets (LAPPD). This research includes a type of research and development that refers to a modified 4D development model that has three phases: (1) define, (2) design, and (3) develop. Research instruments use validation lifts and practicality lifts. Validation of learning instruments using a validation lift evaluated by four instruments expert validators consisting of two lecturers and two practitioners namely Biology subjects teachers. The practicality test of the learning instruments was evaluated using the response lift by the teacher and the pupil and the implementation of learning process by the teacher as an observer. The method used is descriptive statistics to obtain averages and percentages. The results of the validity analysis of the learning instruments using the Ideal Baku deviation (SBI), showing a rating of 3.93 with a very good category. Results of the analysis of implementation of the PJBL high level Biola instruments in the learning process by the observer and student responses in sequence showed 91% and 89.20% with the very practical category. So, it can be concluded that the BIOLA-PjBL High Level based biology learning instruments that has been developed is valid and practical for use as well as useful for teachers and pupils. Keywords: Innovative teaching instruments, local potential, bioecology, PJBL High Level, enrichment program

Research on the Infiltration of Scientific Spirit in High School Biology Teaching Under the Background of Curriculum Ideology and Politics

Curriculum thinking and politics is an exploration of moral education reform and a strategic measure to carry out the fundamental task of cultivating people. High school is a key period for students to form correct values. In addition to ideological and political courses, other courses also need to play the function of educating people, and take courses as the carrier to provide value guidance to students in the process of knowledge imparting and ability training. High school biology is a fundamental course in natural sciences and an important carrier for cultivating students’ scientific literacy. However, through questionnaire surveys and interviews at internship schools, it was found that the infiltration of scientific spirit into high school biology teaching is not ideal. Teachers have insufficient understanding of ideological and political education in the curriculum, and they cannot fully tap into educational materials in textbooks. The methods for infiltrating scientific spirit are relatively single, making it difficult to balance ideological and political infiltration with knowledge teaching. This article selects the scientific spirit as an ideological and political element based on the needs of national development and the characteristics of the discipline, and permeates it into biology teaching. Finally, the teaching effectiveness is evaluated through various methods. The aim is to enrich the theoretical research of thinking and politics in senior biology curriculum, and to provide teaching reference for teachers to cultivate students’ scientific spirit in biology teaching. After conducting questionnaire surveys and interviews with students and teachers, the following conclusions were drawn: firstly, although the teachers and students of the school have a limited understanding of ideological and political education in the curriculum, most of them support the integration of ideological and political education into biology teaching. Secondly, some teachers still place more emphasis on imparting knowledge in their teaching and have not fully utilized the educational value of biology. The implementation of ideological and political education in biology teaching is not ideal. Thirdly, overall, the penetration of scientific spirit in biology teaching is not satisfactory and needs further strengthening. In summary, teachers need to strengthen their exploration of textbooks and deepen their understanding of teaching design in their daily teaching process, in order to continuously improve their ideological and political education for students and fully leverage the educational value of biology. Integrating scientific spirit into biology teaching is not only in line with the ideological and political concepts of the curriculum, but also in line with the core competencies of the discipline, which can better leverage the educational value of biology.

Development and Validation of a Model for the Assessment of Biology Teachers’ Professional Reflective Practice

A hallmark of professional competence for teachers, as viewed by many, is reflective practice. This study aimed to develop and validate a model for the assessment of biology teachers’ professional reflective practice using a 21-indicator framework. 286 respondents comprising 262 biology teachers from senior high schools in the Ashanti region and 24 biology teacher educators from three Universities in Ghana were sampled for this study. A mixed method research, specifically concurrent nested design, was employed for the study. The study found that both respondents (Biology teachers and biology teacher educators) strongly agreed with all the 21 indicators chosen by the study and deemed them important to be used to assess biology teachers’ professional reflective practice. No significant differences existed in respondents’ points of view on the indicators of professional reflective practice. The study has developed a model for assessing biology teachers’ professional reflective practice.

Assessing Students' Creative Thinking With The Implementation of Design Thinking Based Project

The focus of this study is to apply design-thinking learning to measure students' creative thinking skills in microbiology courses at universities. The type of pre-experimental research with one group pretest - posttest design. Respondents were 27 student in four semester in the biology education study program, Hamzanwadi University FMIPA. Data collection techniques using Worksheets based project with indicators for design project: problem, solution, objective, and procedure. Data analysis techniques are descriptive quantitative by calculating the gain test of creative thinking skills, the percentage of creative thinking ability categories, and the percentage of fermentation product categories. The creative thinking gain score on the components: posing problems 1.09., proposing solutions 0.88., stating objectives 1.07., and compiling work methods 1.65 with a high category. The percentage of product categories made is general 29.2%, and modification 0.8%, no new fermentation products are produce. Through design thinking, educators can adjust their teaching methods to meet the various learning styles of students, making materials more accessible and relative. By combining real-world problems and practical activities into learning, students are encouraged to think creatively when solving challenges related to microbiology, resulting in creativity in making fermentation products. Design thinking based project learning can measure students' creative thinking skills in microbiology courses, even though at the ideate stage they repeatedly prepare project designs during the learning process and at the prototype stage there is a failure in making fermented products

ПРИНЦИПИ НАВЧАННЯ ТА ОСОБЛИВОСТІ ЇХ РЕАЛІЗАЦІЇ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article is devoted to the topical issue of training future biology teachers to organize students' research activities in the context of the transition to the New Ukrainian School. The article analyzes modern teaching principles that ensure effective training of future biology teachers to organize research activities in biology teaching. The features of the implementation of these principles in the educational process and their influence on the formation of future teachers' competencies necessary to create conditions for successful research work of students are considered. The purpose of the article is to systematize and analyze modern teaching principles that are the basis for preparing future teachers to organize students' research activities in biology; to study the peculiarities of implementing teaching principles in the training of future biology teachers. The following methods were used in the study: theoretical - included a detailed study of scientific literature and determination of the role of research in the general context of biological education, justification of the need to define the principles of training future teachers to organize research activities; empirical - involved direct observation of the educational process and analysis of the results of research work of students, which allowed to assess the real state of affairs in higher education institutions. The study determined that in order to effectively prepare future teachers to organize students' research activities, an integrated approach should be applied based on the following didactic principles: the principle of activity-based approach, the principle of personality-oriented approach, the principle of science, the principle of systematicity and consistency, the principle of practical orientation, the principle of creativity, the principle of cooperation, the principle of reflection, the principle of interactivity, the principle of integrative learning.

Optimizing Collaboration and Communication Skills of Pre-Service Biology Teachers Based on Cognitive Styles through Scientific Paper Tasks

Collaboration and communication have become essential skills in biology learning today. This research aims to describe pre-service biology teacher students' collaboration and communication skills based on reflective and impulsive cognitive styles through scientific paper tasks. This research is designated employing exploratory research using quantitative and qualitative paradigms. The subjects were five reflective and five impulsive students. This study used a familiar figure-matching test to assess cognitive style and an observation sheet to evaluate collaboration and communication skills. The results reveal that impulsive students with high collaboration skills are more than 50%, while reflective students with high collaboration skills are less than 50%. Reflective and impulsive students show distinct strengths in various indicators of communication skills. This research concludes that impulsive students' collaboration skills are superior to those of reflective students. Based on the communication skills indicators, impulsive and reflective students each have different advantages in communication skills. The results have implications for improving the quality of pre-service biology teacher graduates. Pre-service biology teacher students who can write scientific papers will have their 21st-century skills trained. The 21st-century skills trained in writing scientific papers include collaboration and communication, critical thinking, creativity, and digital and information literacy. These 21st-century skills are essential for individuals, including teachers, to face complex problems in the global era.

Another Method of Integrated Teaching of Chemistry and Biology

Another Method of Integrated Teaching of Chemistry and Biology

Top-down and bottom-up effects on visual perception during data-based scientific reasoning in the context of population dynamics

ABSTRACT This study investigates the role of visual perception in data-based scientific reasoning within population dynamics. Visual perception involves representational characteristics of stimuli and context-based conceptions, influenced by top-down (contextual assumptions) and bottom-up (data representation) effects. In population dynamics, top-down effects relate to assumptions like natural equilibrium, while bottom-up effects concern how data are represented, typically through line graphs. We assessed pre-service biology teachers’ (N = 20) initial conceptions on population dynamics, categorizing them as either the Balance of Nature (BoN) or Flux of Nature (FoN) metaphors. Participants viewed line graphs depicting population dynamics while eye-tracking technology recorded their visual focus and think-aloud protocols provided verbal data. ANOVA results showed significant differences in eye-tracking metrics between AOI groups of BoN and FoN graphs, but no significant effects between initial conceptions and eye-tracking measures. Heat map analyses revealed that participants focused on visually prominent graph features, especially when interpretation required conceptual knowledge and pattern identification.

Peningkatan Kemampuan Pedagogi Mahasiswa Melalui Model Lesson Study pada Mata Kuliah Microteaching

The purpose of this research is to improve students pedagogical skills through a lesson study model in microteaching courses. The type of research conducted is descriptive research with a qualitative approach. The subjects of the study were 6 students from the Mathematics Education, Biology Education, English Education and Indonesian Education Study Programs at the Faculty of Teacher Training and Education, Iqra Buru University. Data collection uses observation sheets on the lesson plans made and the learning implementation process. The results of the research obtained are: 1) in preparing the learning implementation plan), from the 7 aspects that were assessed, namely: (1) the completeness of the identity of the RPP is obtained from 65% to 85%; (2) the formulation of learning objectives was obtained from 67.8% to 90%; (3) The description of the subject matter was obtained from 65% to 85%; (4) learning methods, strategies and media were obtained by 58%; to 92.6%; (5) the learning plan was obtained by 66.6%, to 84.3%; (6) The assessment was obtained by 70%, to 90%; and (7) learning resources were obtained by 75%, to 88.5. 2) Implementation (Do) with the application of lesson study there was a very good increase where from 3 aspects that were assessed to obtain ideals, namely (1) Introduction, 68.7% to 88% of categories; (2) Core, 61.6%, to 85%; and (3) 65% cover to 95. In conclusion, the application of the lesson study model in microteaching courses can improve students' pedagogical teaching skills.

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

Analysing the evolution of argumentation quality among pre-service biology teachers amidst the COVID-19 pandemic

ABSTRACT The COVID-19 pandemic has become one of the most controversial issues in recent years. The pandemic’s impact on argumentation skills, crucial for science teachers, needs exploration to understand its effects on how they evaluate evidence and engage in discussions. This study investigated how biology pre-service teachers’ (PSTs) argumentation quality changed over the pandemic’s first two months of social distancing and quarantine. Using qualitative and quantitative methodologies, data were collected through semi-structured interviews, and Toulmin’s Argument Pattern (TAP) was employed to evaluate the arguments. Initially, nearly half of the participants demonstrated low-level arguments. However, during the second round of interviews, a decrease in Level 1 and 2 arguments and an increase in Level 3 arguments were observed. The observed improvements in argumentation quality, particularly in the use of counterclaims, warrants, and rebuttals, underscore the role of increased familiarity with the issue and exposure to diverse information sources. These findings suggest that real-life contexts, such as the pandemic, offer opportunities for PSTs to develop more sophisticated argumentation skills when exposed to multiple perspectives and ongoing engagement with the topic. Understanding these changes can inform teaching strategies and teacher training programmes, especially during global crises. Future research could examine argumentation quality related to issues such as vaccination and COVID-19 variants.

Academic procrastination, task values, and self-efficacy of pre-service biology teachers in online learning based on a gender perspective

Online learning can contribute to increased academic procrastination, often linked to low self-efficacy and perceived task value. This study investigates academic procrastination, self-efficacy, and task values from a gender perspective using a cross-sectional approach with students in their 1st, 3rd, 5th, and 7th semesters. An independent t-test assessed differences between male and female students. Findings showed no significant differences in academic procrastination across genders in any semester; however, notable differences in self-efficacy and task value emerged only in the 5th semester. The lack of significant differences in procrastination is attributed to similarities in environmental, psychological, and social factors, alongside common challenges in time management and distractions. Male and female students demonstrated comparable self-efficacy due to shared academic settings, social support, and media influences, while similar task values stemmed from common interests and experiences. The differences in the 5th semester likely arise from increased academic demands and evolving social dynamics, including gender stereotypes. Future research should employ qualitative methods, such as interviews or focus groups, to gain deeper insights into student experiences. Longitudinal studies could also track changes in self-efficacy and task value over time for a more comprehensive understanding. Targeted interventions to enhance self-efficacy and task value could be particularly beneficial in semesters with significant differences, thereby addressing academic procrastination more effectively.

Fostering ePCK in pre-service biology teacher education using adaptive scaffolding in a video-based simulation

Fostering ePCK in pre-service biology teacher education using adaptive scaffolding in a video-based simulation

Integrating islamic values and ecopreneurship in biology: E-lkpd as a learning tool

Integrating entrepreneurship into various subjects, particularly biology, helps foster creativity and problem-solving skills. Often seen as theoretical, biology can link to entrepreneurship through eco-friendly activities. This study aims to develop electronic worksheets (E-LKPD) as a learning tool based on ecopreneurship to increase students' interest in entrepreneurship, especially in waste recycling, within an Islamic context. The method used is Research and Development (R&D) with a 4-D development model Thiagarajan (Define, Design, Develop, and Disseminate), which is modified into 3D (without Disseminate). The instruments used in this research included a checklist of student’s worksheets, interview sheets, content validity for student worksheets, teacher and student response questionnaires, and pre-questionnaire and post-questionnaire entrepreneurship interests. The development process involved validity testing by nine experts, readability testing by 15 students, and field trials by one biology teacher and 36 students. The results showed that the E-LKPD had a very high validity and readability. Teachers and students gave positive feedback during the field trials, and the entrepreneurial interest of students increased significantly, moving from a high to a very high category after using E-LKPD. It indicates that the electronic worksheets are valid and practical for enhancing entrepreneurial interest within biology, particularly in environmental awareness and sustainability. E-LKPD based on ecopreneurship also successfully integrates Islamic values, such as responsibility and concern for the environment. In this way, students not only get academic knowledge, but also entrepreneurial skills.

Micro Teaching as Efficient Technique to Increase Self-Efficacy of Prospective Biology Teacher: Evidence from First Year Teacher

This study focuses on the perspective of prospective teachers on the development of self-efficacy during teaching practice in micro teaching and also during real teaching. The problem in this study is what factors influence the development of self-efficacy during micro teaching and real teaching? The purpose of this study is to describe the factors that contribute to the development of self-efficacy during micro teaching and real teaching. This study uses a descriptive qualitative method. The participants of the study were first-year biology teachers who had taken micro teaching courses at college. The instruments used included questionnaires and interview sheets. The results obtained were that during micro teaching, prospective teachers had high self-efficacy in three factors, namely performance experience, other people's experiences, and social support. Meanwhile, after teaching at school (real teaching), the factors that support the development of self-efficacy are physiological and emotional states. In order for self-efficacy to develop well during real teaching, it can be concluded that micro teaching is an efficient technique in improving the self-efficacy of prospective biology teachers. It is necessary to form a learning community in schools that can be used as a forum for teachers to collaborate with each other in finding efficient strategies in teaching. This can support the development of teacher self-efficacy.