Biological Concepts Research Articles

Enhancing Biology Education through Hydroponics: A Practical Approach in High School Classes

Hydroponics, the practice of growing plants without soil, presents an engaging method for teaching biology. By visually demonstrating essential plant biology concepts and sustainable agricultural techniques, hydroponics provides students with an interactive learning experience. This study explores the integration of hydroponics into high school biology curricula, assessing its influence on student engagement, understanding of plant science, and practical skills. The findings reveal that students show greater curiosity and enthusiasm for biology through exposure to hydroponics, understand complex biological processes more effectively, and develop critical scientific inquiry skills through hands-on experimentation. However, challenges include the initial investment required for implementation, the need for consistent care and monitoring, and the necessity for specialized training for educators to effectively incorporate hydroponics into their lessons. While hydroponics offers significant potential, further research is needed to explore its scalability across different educational settings. Refining implementation strategies will make hydroponics a more accessible and valuable tool for high school biology classes.

The Role of Biology Education in Efforts to Revitalize Human Intelligence in the Era of Disruption: A Human Nature Perspective

The impact of technological domination can threaten the balance of human natural intelligence. The aim of this research is to analyze how biology education can be a solution in overcoming these challenges. The research method used involved an in-depth literature review of the concepts of natural intelligence, human nature, and the impact of technology on both. In addition, field research was conducted to analyze the effectiveness of biology education strategies implemented in several educational institutions. The research results show that biology education, critical thinking skills, and connection with nature can make a significant contribution to revitalizing human intelligence. The integration of biological concepts allows individuals to stay connected and offset the negative effects of technology. Thus, biology education has a crucial role in maintaining human natural intelligence in an era of disruption.

Translation Techniques Used in Biological Terms in Bilingual Biology 1 Textbook for Senior High School Class X

This article investigates the translation of English biological terms into Indonesian in a high school textbook. Using a descriptive-qualitative approach, it examines translation techniques, drawing on Molina and Albir's framework. Data collection methods include content analysis. The study identifies four translation techniques: pure borrowing, literal, borrowing, and amplification. Pure borrowing is the most common technique used. The discussion emphasizes the importance of balancing linguistic accuracy and cultural relevance. The research contributes to understanding translation strategies in cross-cultural communication, aligning with Molina and Albir's framework. Overall, it sheds light on translators' choices in conveying biological concepts in bilingual education.

Teaching bioinformatics through the analysis of SARS-CoV-2: project-based training for computer science students.

We learn more effectively through experience and reflection than through passive reception of information. Bioinformatics offers an excellent opportunity for project-based learning. Molecular data are abundant and accessible in open repositories, and important concepts in biology can be rediscovered by reanalyzing the data. In the manuscript, we report on five hands-on assignments we designed for master's computer science students to train them in bioinformatics for genomics. These assignments are the cornerstones of our introductory bioinformatics course and are centered around the study of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). They assume no prior knowledge of molecular biology but do require programming skills. Through these assignments, students learn about genomes and genes, discover their composition and function, relate SARS-CoV-2 to other viruses, and learn about the body's response to infection. Student evaluation of the assignments confirms their usefulness and value, their appropriate mastery-level difficulty, and their interesting and motivating storyline. The course materials are freely available on GitHub at https://github.com/IB-ULFRI.

The Significance of Evolutionary Concepts in Biology for the Formation of Evolutionary and Ecological Thinking

This article is devoted to the philosophical analysis of the theoretical and methodological foundations of evolutionary and ecological thinking. The conceptual development of such thinking is a crucial direction in the advancement of modern life sciences. However, within the foundations of evolutionary and ecological interpretation across various biological fields, contradictions between evolutionary and ecological approaches are explicitly evident. This situation arises because the ecological approach views humans as an active factor in the evolution of their environment while simultaneously assuming their natural immutability, i.e., considering them the pinnacle of evolution. The author attempts to identify the principles for selecting evolutionary theories and concepts that underpin the formation of evolutionary and ecological thinking. In this context, the author addresses various branches of evolutionism, such as classical Darwinism, the synthetic theory of evolution, nomogenesis, autogenesis, orthogenesis, catastrophism, neo-Lamarckism, Autopoietic Theory, mutual aid, and symbiosis in evolution. The conclusion is drawn that effective evolutionary and ecological thinking cannot rely solely on the biological characteristics of evolutionism but requires a philosophical understanding of the cultural and historical status of humans in the world.

Integration of background knowledge for automatic detection of inconsistencies in gene ontology annotation.

Biological background knowledge plays an important role in the manual quality assurance (QA) of biological database records. One such QA task is the detection of inconsistencies in literature-based Gene Ontology Annotation (GOA). This manual verification ensures the accuracy of the GO annotations based on a comprehensive review of the literature used as evidence, Gene Ontology (GO) terms, and annotated genes in GOA records. While automatic approaches for the detection of semantic inconsistencies in GOA have been developed, they operate within predetermined contexts, lacking the ability to leverage broader evidence, especially relevant domain-specific background knowledge. This paper investigates various types of background knowledge that could improve the detection of prevalent inconsistencies in GOA. In addition, the paper proposes several approaches to integrate background knowledge into the automatic GOA inconsistency detection process. We have extended a previously developed GOA inconsistency dataset with several kinds of GOA-related background knowledge, including GeneRIF statements, biological concepts mentioned within evidence texts, GO hierarchy and existing GO annotations of the specific gene. We have proposed several effective approaches to integrate background knowledge as part of the automatic GOA inconsistency detection process. The proposed approaches can improve automatic detection of self-consistency and several of the most prevalent types of inconsistencies. https://github.com/jiyuc/de-inconsistency.

Improving Biology Learning Through Augmented Reality Technology in Indonesia: A Review

Biology is always considered difficult either to teach or to learn. As a field of study that learning about living subjects, biology has very broad and abstract concepts. Many students find the abstract concepts of biology are hard to understand. Some students even feel that studying biology is a dull experience. This type of perception in students subsequently led to low academic achievement. Hence, an innovative and attractive learning approach is needed for teaching biology. Augmented Reality (AR) technology has a great possibility to improve biology learning experience due to its ability to concretize the abstract concepts in biology by providing natural interaction between virtual and real-time situations simultaneously. In the last decade, numerous research of implementing AR in education including biology learning have been studied globally and nationally. In order to evaluate the effectiveness of AR in improving biology learning especially for students in Indonesia, this literature review research is conducted. The reviewed articles are retrieved through Google Scholar database with the assigned criteria published between 2020 to 2024, AR implemented, biology learning, student perception, and/or achievement in biological studies. The analysis shows that implementing AR in biology learning increases students’ interest, learning motivation, involvement, collaboration, independent learning, knowledge retention, and achievement. However, the conflicted finding is reported regarding the influence of AR on students’ critical thinking ability. Technical problems related to downloading and distributing AR applications are the main challenge that has been reported when using AR in biology learning.

DynBioSketch: A tool for sketching dynamic visual summaries in biology, and its application to infection phenomena

Having simple methods of illustration is essential to scientific thinking. To complement the abstract sketches regularly used in cell biology, we propose DynBioSketch, an easy-to-use digital modeling and animation tool, enabling biologists to resort to less simplified representations when necessary without having to call professional artists. DynBioSketch is an interactive sketching system dedicated to the design and communication of biological phenomena at the cellular scale that can be illustrated in a few minutes of animation. Our model integrates 3D modeling, pattern-based design of 3D shape distributions, and sketch-based animation. These elements can be combined to create complex scenarios such as the infection phenomenon on which we focus, allowing a narrative design adapted to communication between researchers or educational applications in biology. Our results, along with a user study conducted with biology researchers, highlight the potential of DynBioSketch in enabling the direct design of dynamic visual summaries that convey relevant information, as shown in our infection case study. By bridging the gap between abstract representations used by experts and more illustrative depictions, DynBioSketch opens a new avenue for communicating biological concepts.

VALIDITY AND RELIABILITY OF MULTIPLE-CHOICE BIOLOGY TEST: A RASCH ANALYSIS PERSPECTIVE

Concerns about the accuracy of multiple-choice tests for assessing biology knowledge have led to an increased emphasis on validating these tests using sophisticated analytical techniques like Rasch analysis. A 22-item multiple-choice cell division test was administered to 35 Form Four students in Kota Kinabalu, Sabah and validated through Rasch analysis, with MNSQ item values falling within the acceptable range of 0.79 to 1.24 logit. Additionally, the ZSTD components of Infit and Outfit showed favourable logit values aligning positively with the intended measures. Overall, the results indicated that item fits were within an acceptable range and PTMEA-CORR values measured what was intended to assess. Meanwhile, the Cronbach’s alpha was a good value at 0.65, with person reliability of 0.72 and item reliability of 0.76. The person separation was observed at a value of 1.62 while the item separation considered acceptable at a value of 1.80; indicating good measurement capability which supports its use in evaluating students' comprehension of biological concepts. Applying the Rasch model demonstrated consistent and reliable test enabling assessment of students' achievement in biology; contributing towards continuous improvement in teaching and learning biology.

Assessing the Adequacy of Contemporary Life and Earth Textbook in Morocco: A Case Study of Blood Glucose Regulation

Blood glucose homeostasis is a fundamental concept in biology. Yet, in the Moroccan education system, it is only covered in the 11th grade. This might explain why the majority of students struggle to understand this complex notion. Fingers of blame are also pointed to textbooks and how they didactically (mis)transposed this knowledge from its academic form to its teachable one. In fact, the significance of textbooks in education is indisputable. Hence, analyzing them may provide insights on students (mis)conceptions. In this study, we aim to critically analyze the sections on blood glucose regulation in two widely-used Life and Earth Sciences textbooks in Morocco, intended for students enrolled in the experimental sciences track. To do so, the present study follows the findings and recommendations of the intriguing systematic review of literature by Vojíř & Rusek (2019) which urges for the need for science textbooks research in different local contexts around the globe. In the same vein, the absence of such research in the Moroccan context makes this study an obligation. Methodologically, this study adopted Bernard et al’s.,(2007) contrastive approach. According to our findings, the juxtaposition of these two textbooks reveals several shortcomings, errors, and inconsistencies. By taking the didactic transposition of blood glucose homeostasis into the heart of its exploration, this study –though rooted in its Moroccan context- advocates for a wider applicability of its findings.

Sustainability assessments inspired by biological concepts

Novel technologies and materials systems in the fields of biomimetics, biodesign, and bio-based products hold great promise for sustainable development if contributing to sustainability is a planned goal of the bioinspired product.As part of the methodological foundations for assessments, we analyzed the interface between biomimetics and sustainability research. Using the plant growth form liana as an example, we have analyzed existing biological concepts to sharpen the sustainability strategies of efficiency, consistency, and sufficiency and to derive practical design principles for more sustainable products.This chapter introduces TAPAS as a new tiered methodological framework for prospective sustainability assessment. With TAPAS and its five stages of analysis, players in the innovation process can conduct autonomous, timely, and robust assessments to identify and minimize risks and to capitalize on opportunities.We also present the Bioinspired Sustainability Assessment (BiSA), which is based on the fundamental characteristics of biological systems, namely the interplay between the functions provided and the resources required for these functions. BiSA summarizes the overall social, economic, and environmental aspects of intended functions and unintended burdens (= resource demands) and compares them with the respective reference.A biological model or the use of a biological material does not necessarily guarantee a sustainable product. Nevertheless, a contribution to sustainability must be the goal of the development process. As shown, we can learn from biological models regarding sustainability in terms of the bioinspired sustainability assessments TAPAS and BiSA and thereby gain a deeper understanding of the sustainability strategies of efficiency, consistency, and sufficiency.

A Prelude: From Slovak Mountains to Cognitive Biology

AbstractThe main aim of this article is to provide a short overview of the research that gradually culminated in the concept of cognitive biology. To a certain extent it can be compared to a prelude: as the Merriam Webster dictionary defines it, “a musical section or movement introducing the theme or chief subject (as of a fugue or suite) or serving as an introduction to an opera or oratorio.” At first glance, this may seem to downplay the importance of the pre-cognitive biology period, but the opposite is true. Some preludes (consider, for example, La Traviata or Carmen) are as rich and beautiful as the acts that follow. We believe this is the case with the story culminating in the birth of cognitive biology, and we present it here in the form of an annotated (and somewhat virtual) interview with its leading actor, Ladislav Kováč.

Development and validation of a measure instrument for the understanding of structural-functional correlations of the locomotor system (MUSCLS)

ABSTRACT Learning new concepts in biology is closely related to previously learned concepts. For researchers, teachers and for educational authorities, differentiated knowledge of central conceptions in a field can help to develop, teach and evaluate new learning opportunities or educational approaches. Pre-conceptions have been investigated for numerous biological concepts in recent decades. One comparatively little studied area is that of skeletal movement. This article presents the development and validation of a test on the correlation between structure and function in the movement of extremities. The test was developed for pupils between the ages of 10 and 14, since skeletal movement is primarily a topic in schools at this age. The test comprises 10 items distributed over 2 scales. Validity is confirmed by confirmatory factor analysis, by high correlation coefficients with Science/Biology marks, and by further sources of validity evidence. Investigations of correlations between the test score achieved and personal parameters (gender and grade level) do not show statistically significant correlations, which indicates the fairness of the instrument. With a test completion time of 10 minutes, the knowledge test is time-efficient. The test extends the range of available assessment instruments on biological concepts in the area of the locomotor system.

Droplet digital PCR based analysis of chimerism using a panel of Indel markers

Cell identity, a fundamental concept in biology, emerges from the interplay of gene expressions, cellular functions, and genomic fingerprints. Chimerism refers to the presence of two genetically distinct types of cells within an individual. Monitoring of chimerism is an important tool to evaluate the evolution of engraftment after transplant and to detect the relapse of the underlying hematological neoplasm or the occurrence of graft rejection. Also, continuous monitoring is an essential tool that can provide guidance for early therapeutic intervention. Digital droplet PCR (ddPCR) is a promising alternative to the standard quantitative PCR to assess the chimerism below 1% due to an excellent performance in the assessment of small amounts of specific targets in a complex biological sample. Here, we describe the development of a panel of ddPCR based assays for chimeric analysis. We found a group of 25 indels showing a good discrimination power when tested with artificial mixtures of DNA samples.

Bio-inspired multimodal learning with organic neuromorphic electronics for behavioral conditioning in robotics

Biological systems interact directly with the environment and learn by receiving multimodal feedback via sensory stimuli that shape the formation of internal neuronal representations. Drawing inspiration from biological concepts such as exploration and sensory processing that eventually lead to behavioral conditioning, we present a robotic system handling objects through multimodal learning. A small-scale organic neuromorphic circuit locally integrates and adaptively processes multimodal sensory stimuli, enabling the robot to interact intelligently with its surroundings. The real-time handling of sensory stimuli via low-voltage organic neuromorphic devices with synaptic functionality forms multimodal associative connections that lead to behavioral conditioning, and thus the robot learns to avoid potentially dangerous objects. This work demonstrates that adaptive neuro-inspired circuitry with multifunctional organic materials, can accommodate locally efficient bio-inspired learning for advancing intelligent robotics.

The impact of inquiry-based learning in a botanical garden on conceptual change in biology

ABSTRACT The results of many past studies indicate that inquiry-based learning has a considerable impact on the conceptual understanding of students. There are, however, a limited number of studies that have examined the long-term effects of inquiry-based learning on conceptual understanding among students. The purpose of this study is to determine whether an inquiry-based learning environment in botanical garden improves the conceptual understanding of biological concepts in students over the long term. Seventy-nine 9th graders participated in inquiry-based learning biology lessons in a botanical garden, while seventy-two 9th graders participated in traditional biology lessons at school. The results showed that inquiry-based learning in a botanical garden has a positive impact on the correct scientific knowledge compared to traditional teaching at school. In addition, the learning activities in a botanical garden help students to overcome the typical resistant misconceptions related to photosynthesis and respiration. Even though the number of the correct scientific answers from the students in the experimental group slightly decreased between the post-test and delayed post-test, they still outperformed the students in the regular classroom three months later. Eventually, specially designed interventions could help in the implementation of conceptual change and to alter previous misconceptions to scientifically correct concepts.

The Effect of Landa's Model on the Acquisition of Biological Concepts Among Fifth-Grade Students – Scientific Branch in Biology

The goal of the current research is to identify the effect of Landa’s model on the acquisition of biological concepts in biology for the fifth scientific grade students. For the purpose of verifying the aim of the research, the researcher has developed the following null hypothesis: There is no statistically significant difference at the level (0.05) between the average grades of the students in the experimental group who study according to the Landa model and the average grades of the students in the control group who study according to the normal method according to acquire biological concepts, in addition to that, a test for acquiring biological concepts has been prepared, which consists of (45) items. The researcher has confirmed its apparent reliability by presenting it to the arbitrators. Then he has tried the test on two exploratory samples for the purpose of extracting the psychometric properties. The research experiment has been applied in the first semester for the academic year (2023- 2024), and after the end of the experiment, a test for acquiring biological concepts has been conducted, after which the students’ answers have been corrected and processed statistically. The results have showed that the students of the experimental group who studied according to Landa's model outperformed the students of the control group who studied according to the usual method in the acquisition test of biological concepts.

The effect of terrain on the fine-scale genetic diversity of sub-Antarctic Collembola: A landscape genetics approach.

Biodiversity patterns are shaped by the interplay between geodiversity and organismal characteristics. Superimposing genetic structure onto landscape heterogeneity (i.e., landscape genetics) can help to disentangle their interactions and better understand population dynamics. Previous studies on the sub-Antarctic Prince Edward Islands (located midway between Antarctica and Africa) have highlighted the importance of landscape and climatic barriers in shaping spatial genetic patterns and have drawn attention to the value of these islands as natural laboratories for studying fundamental concepts in biology. Here, we assessed the fine-scale spatial genetic structure of the springtail, Cryptopygus antarcticus travei, which is endemic to Marion Island, in tandem with high-resolution geological data. Using a species-specific suite of microsatellite markers, a fine-scale sampling design incorporating landscape complexity and generalised linear models (GLMs), we examined genetic patterns overlaid onto high-resolution digital surface models and surface geology data across two 1-km sampling transects. The GLMs revealed that genetic patterns across the landscape closely track landscape resistance data in concert with landscape discontinuities and barriers to gene flow identified at a scale of a few metres. These results show that the island's geodiversity plays an important role in shaping biodiversity patterns and intraspecific genetic diversity. This study illustrates that fine-scale genetic patterns in soil arthropods are markedly more structured than anticipated, given that previous studies have reported high levels of genetic diversity and evidence of genetic structing linked to landscape changes for springtail species and considering the homogeneity of the vegetation complexes characteristic of the island at the scale of tens to hundreds of metres. By incorporating fine-scale and high-resolution landscape features into our study, we were able to explain much of the observed spatial genetic patterns. Our study highlights geodiversity as a driver of spatial complexity. More widely, it holds important implications for the conservation and management of the sub-Antarctic islands.

DEVELOPMENT OF CLIL LESSONS FOR STUDENT OF GRADES 7-8 IN CHEMISTRY AND BIOLOGY

In recent years, CLIL technology has been actively used in the world as a tool for studying various disciplines, but there is a large shortage of applications in chemistry and biology lessons. This method allows you to study chemical and biological terms and concepts, contributing to the improvement of communication abilities. For this reason, our work aimed to develop and approbate the CLIL lessons in chemistry and biology based on a subject-language integrated approach for 7-8 grades. The experiment was conducted at Karaganda's Lyceum-Internet 'Bilim-Innovation' No. 2 from March 1st, 2023 to April 14th, 2023. We have developed CLIL lessons on the following topics: «Movement», «Coordination and regulation», «Human body», «Oxides», and «Chemical bonds» for students of grades 7-8. These lessons developed by the authors were successfully applied in chemistry and biology lessons, evidence of this is an increase in the quality of knowledge in the experimental group in chemistry and biology. In addition, to determine the attitude of students towards CLIL lessons, a questionnaire was conducted after the experiment. Our study showed that more than 75% of students enjoy working in CLIL lessons, and this positively affects the assimilation of knowledge in the subjects.

Impacts of ICT as Tools in Teaching Biology in Senior Secondary Schools

Information and Communication Technology (ICT) has been pivotal in training across the world. Due to the abstractness of Biology in schools, it is essential to develop an effective strategy of ICT tools to improve student’s learning process. Similarly, biology helps people understand how organisms adapt to their environment and the importance of biodiversity in sustaining our planet's delicate balance. Therefore, this study investigates the impacts of ICT as instructional material in teaching and learning biology and its gender dimension in senior secondary school at Ado-Odo Ota local government area of Ogun State, Nigeria. The sample size for this research was 240 which consisted of 180 Biology students and 60 Biology teachers. The research questions were investigated with descriptive statistics; Frequency and percentage with the Statistical Package for Social Science (SPSS). The results show a sizable correlation between information communication and technology and the performance of students offering biology in senior secondary school at Ado Odo Ota local government area of Ogun State. It also showed a notable difference in the performance of male students taught with information and communication technology-related facilities and female students taught with ICT-related facilities in Ado-Odo Ota local government area of Ogun State. It was concluded that ICT tools in Biology class can make students more interested in learning Biology. Therefore, Biology concepts should be incorporated into ICT tools to make learning Biology worthwhile, seamless, and entertaining.