Biology Textbooks Research Articles

Turing, von Neumann, and the computational architecture of biological machines

In the mid-1930s, the English mathematician and logician Alan Turing invented an imaginary machine which could emulate the process of manipulating finite symbolic configurations by human computers. His machine launched the field of computer science and provided a foundation for the modern-day programmable computer. A decade later, building on Turing’s machine, the American–Hungarian mathematician John von Neumann invented an imaginary self-reproducing machine capable of open-ended evolution. Through his machine, von Neumann answered one of the deepest questions in Biology: Why is it that all living organisms carry a self-description in the form of DNA? The story behind how two pioneers of computer science stumbled on the secret of life many years before the discovery of the DNA double helix is not well known, not even to biologists, and you will not find it in biology textbooks. Yet, the story is just as relevant today as it was eighty years ago: Turing and von Neumann left a blueprint for studying biological systems as if they were computing machines. This approach may hold the key to answering many remaining questions in Biology and could even lead to advances in computer science.

Analysis of Biology Textbooks Based on Science Literacy at Senior High Schools

The purpose of this study was to describe the scope and calculate the level of science literacy in high school biology textbooks class XII based on science literacy. The science literacy categories used are science as a body of knowledge, science as the nature of inquiry, science as a way of thinking, and the interaction of science, technology, and society. This research is qualitative research with descriptive methods. There were four biology textbooks sampled in this study. The data used in this study used primary data. Primary data sources were obtained through direct surveys of the four schools. Secondary data was obtained through the internet on the school data page. The data collection method in this study uses the documentation method. The data analysis used uses content analysis, which is a technique for collecting and analyzing the content of a text. The results of data analysis showed that the category of science as a body of knowledge amounted to 55.3%, science as the nature of inquiry amounted to 10%, science as a way of thinking amounted to 34%, and the interaction of science, technology, and society amounted to 0%. The data illustrates that the class XII biology textbooks used by some schools have described science literacy with a good category. It's just that the books generally emphasize more on the aspects of science as a body of knowledge and less on present science and technology.

ANALISIS ISU SOSIO-SAINTIFIK PADA BUKU TEKS BIOLOGI SMA KELAS XII MATERI BIOTEKNOLOGI

Socioscientific issues are controversial issues about social problems that have relevance to science. This study aims to determine whether socio-scientific issues in biotechnology lessons Class XII Biology Textbooks used at MAN 2 Medan have met the socio-scientific quality criteria for science learning. There are five quality criteria for socio-scientific issues are authentic, relevant, evaluation, open discussion, and related to science and technology. This research is a type of descriptive research that uses a qualitative approach. Data collection techniques in this study are observation methods and providing socio-scientific issue analysis sheets. The results of this study show that there are three socio-scientific issues in biotechnology lessons in biology textbooks. The three socio-scientific issues are about cell transplantation from pigs to humans, the problem of human clones, and the problem of transgenic plants. Based on the results of data analysis of the three socio-scientific issues, it shows that the quality of Socio Scientific Issues (SSI) for science learning is obtained at a percentage of 80% or good category, so that these socio-scientific issues are feasible to be applied in biology learning. Kata kunci: Analisis, Buku Teks Biologi, Kualitas Isu Sosio-Saintifik

ANALISIS KESESUAIAN KONTEN BUKU TEKS BIOLOGI KELAS XI SMA TERHADAP KURIKULUM 2013

This study aims to determine the suitability of the content of biology textbooks for class XI SMA to the curriculum 2013. The type of research used is descriptive research with a qualitative approach and uses content/document analysis methods. The subject of this research is a biology textbook for class XI high school with cell material consisting of 3 books to be analyzed by researchers, namely the book publisher Bumi Aksara, the book publisher Erlangga, and the book publisher Grafindo Media Pratama. The research instrument used was an analysis sheet of student books based on the Curriculum 2013 Implementation Assistance Activity Guidelines. The results showed that the level of conformity of the content of biology textbooks based on: (1) SKL aspects in books A and B was 93% (very appropriate), and book C was 87% (very suitable). (2) Aspects of Core Competence for book A are 92% (very suitable), and books B and C are 83% (appropriate). (3) Aspects of Basic Competence for Book A 96% (very suitable), book B 85% (very suitable), book C 89% (very suitable). (4) Aspects of Sufficiency of Material for book A 67% (appropriate), books B and C for 50% (not appropriate). (5) Aspect of Material Depth of Book A 75% (appropriate), book B 68% (appropriate), and Book C 71% (appropriate). (6) Aspects of the Scientific Approach of books A, B, and C by 100% (very appropriate). (7) The authentic assessment aspect of Book A is 57% (quite appropriate), book B is 54% (not suitable) and C is 59% (quite appropriate). The average agreement coefficient of the three books is 0.94% (very good). The data illustrates that the three books can be recommended by the 2013 curriculum formulation. Kata kunci: Analisis Kesesuaian Konten, Buku Teks Biologi, Kurikulum 2013

Development of the Ideas of Biology Textbooks from 5th, 7th and 10th Grade (Us Experience, State of California)

The problem of using the most appropriate teaching materials and resources in high school education is relevant in the United States, especially in today's world of digitalization and technology of education. The development of American textbooks from the founding of the United States to the present day has undergone many and significant changes to reach its present form. The article examines and illustrates with examples some of the high school biology textbooks used in the United States that are taught today. The examples show the various methods and tools used for the effective teaching, learning and assessment of biology in American high school, meeting the new standards of academic knowledge presented in them. The textbooks described by American publishers include the teaching of biology in two junior high classes – 5th and 7th and one high school class – 10th.

ANALISIS BUKU AJAR BIOLOGI SMA KELAS X BERDASARKAN ASPEK LITERASI LINGKUNGAN

Environmental literacy is a person's conscious attitude in protecting the environment so that the balance is maintained. The impact of the environmental approach in learning can bring out students' curiosity about the environment around them, for example through textbooks. The phenomenon of textbooks, especially biology, needs to be reviewed to adapt to the current context, namely the issue of environmental damage. However, in reality biology textbooks do not provide a portion in instilling environmental literacy so that students' environmental literacy is low. The purpose of this study was to determine the percentage of aspects of environmental literacy in class X high school biology textbooks, to find out whether the class X high school biology textbooks support environmental literacy-based learning, to analyze the scope of environmental literacy in class X high school biology textbooks. Research This is a descriptive study, using a quantitative approach to analyze the Biology textbooks for class X SMA published by Erlangga and Yudhistira. The object of this study was the even semester material in class X high school biology textbooks and the subject of this research was the class X high school biology textbook published by Erlangga and Yudhistira. Selection of research subjects using purposive sampling. The data collection technique used was observation and the instrument used in this study was an observation sheet to analyze the content of aspects of environmental literacy in class X high school biology textbooks on even semester material. This instrument uses a guttman rating scale with intervals (yes/no). The data analysis technique performed in this study used a quantitative descriptive technique. Based on the results of the study, it was concluded that the level of environmental literacy textbooks for class X high school biology used in the city of Yogyakarta was in the low category. In the odd semester, textbook publisher A achieved a score of 24% and textbook publisher B achieved a score of 23.6%. Whereas in the even semester class X biology book the level of environmental literacy is also in the low category. The percentage in textbooks of publisher A was obtained by a percentage of 21% and for textbooks by publisher B was obtained by a percentage of 37%. The aspect that appears the most is the aspect of environmental knowledge, while the aspect that appears the least is the aspect of attitude.Kata kunci: Literasi Lingkungan, Buku Ajar, Biologi

Explicit Relational Reasoning Skills: An Index for Fostering Thinking in Biology Textbooks

Even in the 21st century, textbooks can play a significant role in fostering higher-order thinking skills (HOTs) for effective learning and understanding. Still, HOTs like analogies used in biology textbooks may miss their purpose in promoting in-depth understanding. Since most analogies are presented implicitly or partially explicitly, they lack an explicit mapping to explain the analogical pattern between the source and the target. This study examines the degree to which implicit and explicit expressions of four Relational Reasoning skills (RRs): Analogy, Antinomy, Anomaly, and Antithesis, appear in three biology textbooks taught in Israel's junior high school. Qualitative content analysis crosses four predetermined criteria (C1-C4): RRs' type, texts' type (T1, T2, T3), 'mapping process', and 'use-skill indication'. The quantification of the findings provided information on the RRs' distribution and prevalence. The study's findings indicate that only 14% of texts appear with explicit expressions for RRs, mainly in antinomies questions (T2). Although about 32% of the various texts in biology include instructions for learners to activate HOT by using RRs, they are presented at a partially explicit level. Moreover, less than 2% of activities (T3) explicitly enable HOT by using RRs to solve problems. This study expands the theoretical knowledge of analogies to all four RRs. Methodologically, the study presents explicit mapping processes developed for antinomies, anomalies, and antitheses. The implications of the RRs' degree of explicitness are discussed as an effective index of learners' scientific understanding

ANALYSIS OF SCIENCE LITERACY COMPONENTS IN GRADE XII BIOLOGY TEXTBOOKS ON GROWTH AND DEVELOPMENT MATERIAL

Scientific literacy is a form of scientific knowledge and skills possessed by someone to identify a question, acquire new knowledge, explain scientific phenomena. This study aims to analyze the contents of biology textbooks in scientific literacy on growth and development material in class XII SMA/MA. The research was conducted using a qualitative approach with content analysis method. Analysis of the scientific literacy component was carried out after obtaining book data. Data collection in research on the analysis of components of scientific literacy in class XI biology textbooks was carried out by means of surveys, observation and documentation. Percentage results between comparisons of 2 science literacy books, the first book with 18 points found at a percentage of 53% (Very good category) while the second book with 16 points found at a percentage of 47% (Good category). The two books do not have very much differences in content, it only takes a good understanding to digest the contents of each book's purpose in presenting its material.

Repair of traumatic lesions to the plasmalemma of neurons and other cells: Commonalities, conflicts, and controversies.

Neuroscientists and Cell Biologists have known for many decades that eukaryotic cells, including neurons, are surrounded by a plasmalemma/axolemma consisting of a phospholipid bilayer that regulates trans-membrane diffusion of ions (including calcium) and other substances. Cells often incur plasmalemmal damage via traumatic injury and various diseases. If the damaged plasmalemma is not rapidly repaired within minutes, activation of apoptotic pathways by calcium influx often results in cell death. We review publications reporting what is less-well known (and not yet covered in neuroscience or cell biology textbooks): that calcium influx at the lesion sites ranging from small nm-sized holes to complete axonal transection activates parallel biochemical pathways that induce vesicles/membrane-bound structures to migrate and interact to restore original barrier properties and eventual reestablishment of the plasmalemma. We assess the reliability of, and problems with, various measures (e.g., membrane voltage, input resistance, current flow, tracer dyes, confocal microscopy, transmission and scanning electron microscopy) used individually and in combination to assess plasmalemmal sealing in various cell types (e.g., invertebrate giant axons, oocytes, hippocampal and other mammalian neurons). We identify controversies such as plug versus patch hypotheses that attempt to account for currently available data on the subcellular mechanisms of plasmalemmal repair/sealing. We describe current research gaps and potential future developments, such as much more extensive correlations of biochemical/biophysical measures with sub-cellular micromorphology. We compare and contrast naturally occurring sealing with recently-discovered artificially-induced plasmalemmal sealing by polyethylene glycol (PEG) that bypasses all natural pathways for membrane repair. We assess other recent developments such as adaptive membrane responses in neighboring cells following injury to an adjacent cell. Finally, we speculate how a better understanding of the mechanisms involved in natural and artificial plasmalemmal sealing is needed to develop better clinical treatments for muscular dystrophies, stroke and other ischemic conditions, and various cancers.

Misconceptions Analysis of Biology Textbooks for First Grade of Senior High School of the 2013 Curriculum on Protist Lesson

This research aims to determine the misconceptions and the category of misconception found, and the percentage of misconceptions found in biology textbooks on first grade of senior high school curriculum 2013 for Protist material. This type of research is content analysis. The research sample consisted of 3 biology textbooks on first grade of senior high school curriculum 2013, selected using a purposive sampling technique which had previously been observed in several schools in Medan. The object of this research is the material concepts of Protist. The analysis of misconceptions in this study was based on Hershey's five categories of misconceptions, Oversimplifications, Overgeneralizations, Obsolete concepts and terms, Misidentification, and Undergeneralization. The results showed that in Book A there were 2 misconceptions found,namely in the Oversimplications and Undergeneralization. In Book B there are 4 misconceptions, namely in the Oversimplication and Misidentifications. In Book C there are 3 misconceptions, namely in the Oversimplications.The percentage of misconception categories found were Oversimplifications (0.83%), Misidentifications (0.11%), and Undergeneralization (0.11%). Meanwhile, the Overgeneralizationsand Obsolete concepts and terms categories were not found in the three textbooks

Fascination with Fluctuation: Luria and Delbrück’s Legacy

While Luria and Delbrück’s seminal work has found its way to some college biology textbooks, it is now largely absent from those in mathematics. This is a significant omission, and we consider it a missed opportunity to present a celebrated conceptual model that provides an authentic and, in many ways, intuitive example of the quantifiable nature of stochasticity. We argue that it is an important topic that could enrich the educational literature in mathematics, from the introductory to advanced levels, opening many doors to undergraduate research. The paper has two main parts. First, we present in detail the mathematical theory behind the Luria–Delbrück model and make suggestions for further readings from the literature. We also give ideas for inclusion in various mathematics courses and for projects that can be used in regular courses, independent projects, or as starting points for student research. Second, we briefly review available hands-on activities as pedagogical ways to facilitate problem posing, problem-based learning, and investigative case-based learning and to expose students to experiments leading to Poisson distributions. These help students with even limited mathematics backgrounds understand the significance of Luria–Delbrück’s work for determining mutation rates and its impact on many fields, including cancer chemotherapy, antibiotic resistance, radiation, and environmental screening for mutagens and teratogens.

A Social Semiotic Analysis of Gender Representations in Biology Textbooks for Upper Secondary Schools in China

The gender gap remains an issue in the biological education community. This study explores the extent to which an egalitarian gender ideology, encapsulated in five biological science textbooks for upper secondary schools in China, manifests through representational, interactive and compositional meanings of social semiotic theory. The findings reveal that females in the textbooks tend to be depicted as passive and inferior to males. More males are represented as playing pioneering and leading roles, as opposed to females, who are cast in assistant and subordinate roles in professional activities. The gendered messages delivered have the potential to disempower female students’ career aspirations and adversely regulate their perceptions and projections of gender identities in biological science.

The role of Ethiopian secondary school biology textbooks for global understanding

This article investigates the role of Ethiopian secondary school (grades 9 to 12) biology textbooks in promoting students' global understanding. This study is grounded on Ethiopia's education policy aims and general education's curriculum framework objectives to prepare globally informed citizens. The study used mainly quantitative content analysis techniques. All pages in the textbooks were used as units of analysis. The findings of the study indicated that the textbooks represented some of the dimensions of global issues and perspectives in varied degrees of integrations, which have a potential to promote students' global understanding to some extent. However, the findings show that the dimensions of global issues and perspectives were not integrated comprehensively in the textbooks. The findings also revealed that there is no independent global education framework in Ethiopian education system, which can serve as standard to evaluate the adequacy of integration in the textbooks. It is proposed that education systems should develop a national global education framework that can serve as a standard for curriculum practitioners.

Analysis Question of Higher Order Thinking Skills in Class X Biology Textbooks

Some of the questions in the textbooks are in accordance with the development of science and the applicable curriculum. However, it is undeniable that quite a lot of textbooks are not suitable and have not shown HOTS-type questions. Moreover, the analysis of questions in biology textbooks based on the type of HOTS is very rarely carried out. To review this, the analysis of questions in textbooks is needed as evaluation material in improving the quality of books used in learning. This study aims toanalyze the content of the Higher Order Thinking Skill category in the Class X Biology textbook which is used by Sri Langkat Private High School in learning and teacher response Biology is related to the problem in the book. This research uses a qualitative descriptive type of research. The instruments used are document analysis sheets with check list marks and teacher response interview instrument sheets. The guidelines used in the analysis of the questions are indicators of the Higher Order Thinking Skill category. The results of the study stated that there were as many as 170 questions classified as HOTS type questions with the percentage of the distribution of analyzing questions (C4) 87.6%, evaluating questions (C5) 9.4%, questions creating 2.9%. The teacher's response stated that the question writing bah wa was in accordance with the indicators contained in the curriculum and after validating the results of the question analysis, the teacher specifically knew the content of the percentage of HOTS question types in the Biology textbook used in learning.

CONFORMITY ANALYSIS OF CELL TOPICS IN BIOLOGY TEXTBOOK FOR 11TH GRADERS WITH THE BASIC COMPETENCIES OF CURRICULUM 2013

Textbooks are prepared to help teachers convey material to students in class easily. The textbook must meet the needs of students in its presentation by considering the suitability of the content of the material with the basic competencies to be achieved. This study aims to determine the level of conformity between the cell topics in the biology textbook for class XI and the basic competencies of the curriculum 2013 in terms of the breadth and depth of the material. This research is a quantitative descriptive study by analyzing the biology textbook for class XI from Erlangga and Yudhistira. The data collection technique used is observation using the observation sheet. The data analysis used descriptive quantitative. At the data analysis stage, it was carried out by several reviewers consisting of researchers, colleagues, and high school teachers in a Focus Group Discussion (FGD). The results showed that the suitability of the topic of cell in terms of the breadth of the material in textbooks A and B obtained a percentage of 75%. While the suitability of the content in terms of the depth of the material, the results obtained are 95.83% in textbook A and 83.33% in textbook B. It is because textbook A only fulfills 23 of the total 24 scores. Meanwhile, textbook B only fulfills 20 of the total 24 scores. Based on the study results, it can be concluded that the level of material breadth in textbooks A and B have an appropriate category. On the other hand, the level of material depth in textbook A and textbook B has a very appropriate category.

How do digital textbook platforms promote active learning in undergraduate biology courses?

AbstractDiscipline‐based educational researchers and institutions that provide guidance on Science, Technology, Engineering, and Mathematics instruction have long documented the impact of active learning strategies on student learning and achievement, the lack of incorporation of active learning into undergraduate instruction, and the languishing rates of progression through and completion of undergraduate degree programs. Most research on improving active learning has been found to focus on instructors and the ways they have promoted active learning in their course design. Our aim was to consider the ways that textbook publishers and the online learning platforms they have produced have provided resources to promote active learning. This content analysis has documented the degree to which the digital platform companions to four highly subscribed introductory biology textbooks have provided resources that promote (1) highlighting of informational texts, (2) self‐testing, and (3) generative strategies for learning, including self‐explanation, summarization, and elaboration. Digital platforms largely supported highlighting and self‐testing, but the features of these tools could have been improved to promote more productive engagement in the learning strategies and to provide more explicit instruction about and scaffolding of the practices. Resources that promoted additional generative strategies were more limited. Implications relevant to developers and instructors who wish to leverage digital resources to promote active learning are included and are grounded via empirical support of design and implementation choices.

Coverage of climate change in introductory biology textbooks, 1970-2019.

Climate change is a potent threat to human society, biodiversity, and ecosystem stability. Yet a 2021 Gallup poll found that only 43% of Americans see climate change as a serious threat over their lifetimes. In this study, we analyze college biology textbook coverage of climate change from 1970 to 2019. We focus on four aspects for content analysis: 1) the amount of coverage, determined by counting the number of sentences within the climate change passage, 2) the start location of the passage in the book, 3) the categorization of sentences as addressing a description of the greenhouse effect, impacts of global warming, or actions to ameliorate climate change, and 4) the presentation of data in figures. We analyzed 57 textbooks. Our findings show that coverage of climate change has continually increased, although the greatest increase occurred during the 1990s despite the growing threats of climate change. The position of the climate change passage moved further back in the book, from the last 15% to the last 2.5% of pages. Over time, coverage shifted from a description of the greenhouse effect to focus mostly on effects of climate change; the most addressed impact was shifting ecosystems. Sentences dedicated to actionable solutions to climate change peaked in the 1990s at over 15% of the passage, then decreased in recent decades to 3%. Data figures present only global temperatures and CO2 levels prior to the year 2000, then include photographic evidence and changes to species distributions after 2000. We hope this study will alert curriculum designers and instructors to consider implicit messages communicated in climate change lessons.

Content Eligibility Analysis of Biology Textbook on The Curriculum 2013 of First Grade (Xst) Senior High School: Covered In Aspect Enviromental Literacy

Textbooks are the crucial factors governing learning sustainability and are also easy to find for students and teachers and learners in the learning process. An analysis of the book is an activity that is carried out to identify the completeness and harmonious content of the book's material. The purpose of this study is to analyze the level of environmental literacy in first grade (x-class) of Senior High School, biology textbook based on the environmental literacy aspect: natural history and ecology, knowledge of environmental issues and issues, cognitive socio-political knowledge, cognitive skills, factors that influence and define responsible behaviour toward the environment, and responsible behaviour toward the environment. The study analyzed three different biological textbooks by publishing. The biology textbook analysis for first grade (x-class) of Senior High School were based on the 2 chapters of environmental literacy, which are ecosystem material and environmental change materials. The study is a descriptive study with content analysis. Instruments in this study use assessment instruments with 6 indicators and 30 statements validator already validated. Based on the analysis, results from a percentage of the book I were Grafindo publisher 31.66% (enough eligible category), Intan Parawirapublisher of were 32.2% (enough eligible category), the Erlangga book showed 32.7% (enough eligible category).

Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China

Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China

In Memoriam : Edward O. Wilson (1929-2021): It All Started with Ants.

In Memoriam : Edward O. Wilson (1929-2021): It All Started with Ants.