Biology Teachers Research Articles

Value System Formation Through Project and Research Activities Part of Science Lessons

More effective methodologies are still needed to achieve a system that can inspire students' interest and motivation and guide them toward science and research. This results in a need for more robust value system formation among students in educational settings. The study's main objective was to develop and implement a value system formation technology for school children in the context of active teaching, focusing on biology education. This research is a qualitative study involving biology teachers and schoolchildren in a school's educational environment. The data collection methods used in this study were interviews, observation, and document analysis. The instrument used was an observation sheet. The data analysis methods used in this research are thematic and content analysis. The results showed that Monakhov's axiom technology effectively increased students' involvement and interest in project and research activities and assisted teachers in achieving educational goals oriented towards the holistic development of students' values. In conclusion, the findings of this study show a significant increase in the number of scientific and research works conducted by students of schools participating in competitions such as DARYN and MAN over the past three years. This research is expected to inform educational policy and curriculum development, promoting the integration of project and research activities to develop individuals with solid scientific thinking, ethical values, and a sense of responsibility towards their environment.

The Use of Solar Power Plant Media to Increase Literacy Ability Solar Energy of Students

Indonesian students' science literacy level, especially in understanding solar energy as a renewable resource, still needs to be higher. This deficiency can be caused by various factors, including the need for more utilization of educational materials that aim to improve students' science literacy. The main objective of this study was to enhance students' solar energy literacy skills by applying solar power plant learning materials. Purposive sampling was used to select participants from two groups of students: Faculty of Teacher Training and Education (FKIP) and Faculty of Engineering (FT) who have completed physics of motion or introductory physics courses. FETT respondents numbered 33 people, consisting of 13 people from the Physics Education Study Program, 6 from the Chemistry Education Study Program, and 14 from the Biology Education Study Program. At the same time, The FT respondents were 23 students, consisting of 9 people from the Electrical Engineering Study Program and 14 from the Mechanical Engineering Study Program. Thus, the total number of respondents who met the criteria of this study amounted to 56 students. The assessment of solar energy literacy includes multiple-choice tests for cognitive aspects and questionnaires for affective and behavioral factors, which are managed through Google Forms. The provision of solar power plant learning modules increases knowledge, with the percentage of correct answers increasing in FKIP and FT students from pre-test to post-test. In conclusion, applying solar power plant learning materials can improve students' solar energy literacy skills.

Bioinformatics Data-Based Lecture Modules on the Topic of Phanerogamae Diversity to Empower Student Research Skills

This research was motivated by the low level of research skills among students. At the same time, this skill is one of the competencies needed for academic and career success. This study aims to empower students' research skills using bioinformatics data-based modules, especially on Phanerogamae diversity. This study used mixed methods with an exploratory sequential design. The subjects involved in this study were 101 biology education students. Data was collected through interviews, document analysis, open-ended questions, and questionnaires. Data analysis used descriptive, paired sample T-test and N-Gain score. The results showed that the module proved feasible to use in lectures based on the assessment by material experts, media experts, and course practitioner lecturers. The developed module proved effective in empowering students' research skills with a significant difference between pre-test and post-test scores, and student responses to the module were positive. This study implies that the developed module can be an innovative teaching material in lectures to attract student interest in learning and accommodate research skills training.

Evaluation Of Biology Teachers' Knowledge in Sidoarjo Regarding the Concept of Poliovirus and Wolbachia Infected Mosquitoes

Biology is a dynamic and constantly developing science. The Ministry of Health of the Republic of Indonesia reported nine cases of childhood polio in East Java in January 2024. In addition, the Ministry of Health launched a pilot project to implement Wolbachia-infected mosquitoes as an innovation to control dengue fever in five big cities in Indonesia. This health problem is studied in biology lessons on viruses in senior high school. This paper aims to analyze the knowledge of the concepts of polioviruses and Wolbachia-infected mosquitoes in the biology teacher community in Sidoarjo. The respondents were 43 biology teachers in Sidoarjo. Respondents' prior knowledge was measured by pretest. After the respondent takes the pretest, the respondent gets the concept of the virus. After the material, respondents do a post-test. 11 pretest questions and 11 post-test questions are packaged in Google form. The results showed that all participants participated in the activity from start to finish, taking the pretest, listening to the material, and doing the post-test. The pretest mean score was 40.18, and the post-test mean score was 91.36. The highest pretest score was 81.81. The highest pretest score was 100. A total of 15 teachers (34.88%) were unsure that Wolbachia-infected mosquito was the best solution to reduce disease. Twenty-one respondents (48.83%) agreed mainly with society's concern that the Wolbachia-infected mosquito is dangerous for humans. Respondents' knowledge increased after receiving the concept of the virus

Designing educational resources of the 21st-century skills instructional models and socio-scientific issues integration

This research addresses the limited availability of reference books that comprehensively explain the syntax of the 21st-century learning and socio-scientific issues. It focuses on designing and developing educational resources that integrate the 21st-century skills instructional models with socio-scientific issues, utilizing the 4D (Define, Design, Develop, Disseminate) development model by Thiagarajan (1974). Conducted from March to September 2024 at an Islamic public university in Medan, Sumatera Utara, the subjects were Biology Education students currently enrolled in or who had completed the Biology Learning Strategies course. Data collection involved questionnaires and documentation studies. Initial analysis indicated that students struggled to understand the steps and processes of instructional models supporting the 21st-century skills and socio-scientific issues. To address these challenges, a comprehensive instructional book was developed, emphasizing the 21st-century skills, learning syntax, and socio-scientific issue integration. The book received validation from experts, including a biology learning strategies expert (98.3%), a 21st-century skills expert (100%), and a socio-scientific issues expert (91.7%), all within the highly valid category. It was also deemed highly practical by users, namely students (94.3%) and lecturers (93.7%). The findings underscore the necessity of enhancing learning resources in the course, highlighting the significance of socio-scientific issues in fostering 21st-century skills. This study contributes to advancing learning strategies and offers valuable resources for educators and students preparing for the demands of the 21st-century.

UNVEILING STUDENTS’ VOICE ON LECTURERS’ CLASSROOM MANAGEMENT IN VIRTUAL ENGLISH MEDIUM INSTRUCTION

A private university in Indonesia has implemented English Medium Instruction (EMI) classes in order to support internationalisation programmes. This policy entails using English as the instructional language in the classroom. This case study examined the teaching practices of seven content lecturers from the Biology, Physics, Mathematics, and Primary Education Departments in EMI classes, focusing on classroom management. Additionally, it explored 208 students’ perceptions in this setting. Data were collected through class observations, questionnaires, and interviews. The findings suggest that effective classroom management by lecturers leads to increased student participation and engagement. The lecturers employed various organisational, teaching management, and teacher-student relationship strategies to manage their classrooms. These findings provide valuable insights into maximising classroom management in an EMI setting, which can enhance critical reflection and support the implementation of EMI classes. The study also highlighted the students' perception of participation and interaction in the class, confirming that lecturers who lack effective teaching skills and multimodal strategies result in passive learning among students.

DIFFICULTY FACTORS FOR BIOLOGY TEACHERS IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN SMA NEGERI 4 PALU

The Merdeka Curriculum is a simpler and more flexible curriculum as a result, teachers focus on important things and students become more active in responding to their interests, this study aims to identify, describe, and describe the difficulty factors for biology teachers in implementing the Merdeka Curriculum at SMA Negeri 4 Palu. This type of research used is descriptive qualitative. The results of this study indicate that the results of the Biology Teacher's Difficulty Factor Questionnaire in Implementing the Merdeka Curriculum at SMA Negeri 4 Palu are in the difficult category with the highest score found in lesson plan readiness with a percentage value of 58.3 and there is readiness for learning implementation with a percentage value of 66.7 as for evaluating learning assessment with a percentage value of 87.5. The results of biology teacher interviews related to difficulties in implementing the Merdeka Curriculum are in lesson plan readiness, readiness for learning implementation and evaluation of learning assessments

Didactic student workbook in human anatomy and physiology: Implementation in undergraduate biology education

A didactic student workbook has been used to teach human anatomy and physiology. The didactic workbook has significantly reduced the disparity between teaching materials and students. It accommodated all student learning styles, integrated with asma al-husna (the best names are based on the characteristics of God). This workbook also integrates contemplative exercises. The purpose of this study was to investigate the learning outcomes and responses of students after utilizing the didactic workbook in their learning process. The study used a quasi-experimental methodology with a pre-test-post-test control group design. It involved 31 biology education students from UIN Mahmud Yunus Batusangkar. The experimental group was given homework assignments to complete in the didactic workbook, whereas the control group was given the task of summarising and answer the questions in the textbook. Both groups used the discussion method during in-class learning. Essay tests and students response questionnaires were used to collect data. The t-test was used to compare the N-gain of learning outcomes between the experimental and control groups. Descriptive analyses were conducted to examine student responses. The didactic workbook was significantly effective (p<0.05) in improving learning outcomes compared to the control class. The didactic student workbook was also responded to very positively by students. These findings indicate that a didactic student workbook has the potential to improve learning outcomes and interest in the learning of biology.

Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors

CC biology instructors' beliefs, collegial support, and perceived knowledge of and skill in using evidence-based teaching practices (EBIPs) positively influence their use. Barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance.

Pembinaan Karakter Santri dan Masyarakat di Pondok Pesantren di Kota Banjarbaru Melalui Pendidikan Biologi: Meningkatkan Kesadaran Lingkungan dan Kesehatan

This study aims to investigate the role of biology education in fostering the character of students and communities in Islamic Boarding Schools in Banjarbaru City. The main focus of the research is on increasing environmental and health awareness through biology learning methods. The research methods used involved surveys, interviews, and observations of students and communities involved in the biology education program at the boarding school. The results showed that character building through biology education has a positive impact on environmental and health awareness. Students and the community became more aware of the importance of protecting the environment and had better knowledge of good health practices. In addition, this study also identified factors that support or hinder the implementation of biology education as a means of character building in a boarding school environment. The findings provide an important contribution to the development of character education in the boarding school environment, particularly through the implementation of biology education as a means to increase environmental and health awareness. The implications of this study can be used as a foundation for the improvement and development of character building programs in boarding schools and also as an inspiration for other educational institutions that want to integrate character values through special subjects such as biology.

The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.

Undergraduates with depression report that they would benefit from science role models who also have depression. If biology instructors who have depression reveal it to their students, it could help meet this need. However, it is unknown how instructors revealing their depression would impact all undergraduate science students, not just those with depression, and whether it would cause some students to have a negative perception of the instructor. To address this gap, an instructor of an undergraduate physiology course revealed her depression to the whole class in less than 3 s on two occasions. Undergraduates were surveyed about whether they remembered the instructor revealing depression, whether they perceived it to be appropriate, and what impact it had on them. Of the 289 undergraduates who participated in the survey, 90.6% remembered the instructor revealing her depression. Seventy-two percent of those students reported that the instructor revealing depression had a positive impact on them, 21.3% reported no impact, and 6.7% reported a negative impact. Women were disproportionately likely to report that the instructor revealing depression had a positive impact on the student/instructor relationship and the instructor's approachability. LGBTQ+ students were disproportionately likely to report that the instructor revealing depression had a positive impact on the extent the classroom feels inclusive and students with more severe depressive symptoms were more likely to report that it normalized depression broadly and in the context of science. This work adds to recent studies highlighting the potentially positive impact of instructors revealing their concealable stigmatized identities to undergraduates in class.NEW & NOTEWORTHY This research highlights the potential for instructors with depression to have a positive impact on students in their college science courses.

"Scientists are People too": Biology Students Relate More to Scientists When They are Humanized in Course Materials.

Featuring scientists in classroom materials provides opportunities for students to relate to scientists as role models and see themselves in science. However, it is unclear what information students find most relatable when encountering scientists throughout their education. In this study, we manipulated the amount and type of information provided about scientists featured in biology courses. Within the context of activities focused on a scientist's research study and data, we provided students with either no personal information about the scientist (Control treatment), pictures of the scientist (Visual treatment), or pictures and humanizing details about the scientist (Humanizing treatment). We asked students to describe how they related to the featured scientist, and qualitatively coded responses. Results showed that students related to the scientist's 1) professional research interests (e.g., research topic, science as a career) and 2) personal information (e.g., life experiences, hobbies, personality characteristics, race/ethnicity, gender, and socioeconomic status). In addition, we observed differences in how students related to scientists across our treatments. Students were twice as likely to relate to featured scientists, and related in a greater variety of ways, when course materials included personal, humanizing information. We discuss implications for curriculum development and call for intentionality in how we present scientists throughout biology education.

A Model for Emotional Intelligence in Biology Education Research.

Informed by social science fields including psychology and public health, we propose a Model for Emotional Intelligence to advance biology education research in affective learning. The model offers a shared discourse for biology education researchers to develop and assess evidence-based strategies to perceive, use, understand, and manage emotions for students and instructors in life sciences classrooms. We begin by reviewing the connection between stress, emotional invalidation, Sense of Belonging, and Science Identity as it relates to emotions in undergraduate life sciences classrooms. Next, we highlight the impact that emotionally invalidating classroom environments have on science students' development of psychological distress, maladaptive coping, and high-risk behaviors. Assuming Emotional Intelligence can be taught and learned (i.e., the ability model of Emotional Intelligence), we develop a Model for Emotional Intelligence to advance biology education research in this arena. This essay aims to inform assessments of current and future interventions designed to counteract emotional invalidation and encourage the development of emotional management among students and instructors. In alignment with our collective effort to support student well-being in the life sciences, the study of Emotional Intelligence in undergraduate biology education has the potential to support student mental health as future scientists and health care practitioners.

Engaging History of Biology

American Biology Teacher has published over seven dozen articles relevant to the history of biology in biology teaching. They are cataloged here and indexed by topic. As reflected in this archive, teachers adopt a historical approach for many pragmatic motivations: (1) to engage students, by contextualizing science culturally; (2) to foster student interest through storytelling; (3) to promote the human dimension of science and offer role models; (4) to exemplify and nurture scientific reasoning; and (5) to convey the ever elusive “nature of science.” Here, I summarize and comment on those aims and their relation to the Next Generation Science Standards, and consider briefly some of the practical dimensions for teachers who have not yet engaged with historical approaches.

The Long History of Using History of Science to Enliven and Inform Teaching and Learning in Biology

This article introduces and contextualizes the content of this theme issue of The American Biology Teacher (ABT), which focuses on integrating elements of the history of science (HOS) in biology instruction. Such orientations can enhance students’ understanding of core biological concepts and the process of scientific discovery by associating them with appropriate historical narratives. This article introduces the range of ideas offered by a variety of authors regarding how to teach aspects of the history of science, most of which use the case study approach. The second purpose is to provide a research-based background in support of a history of science (HOS) teaching orientation with rationales for its inclusion in the curriculum. Therefor readers will find personal insights and a review of the use of historical techniques in biology instruction including discussion of seminal contributions such as the Harvard Case Studies in Experimental Science from HOS proponent James B. Conant and Leo Klopfer’s adaptation of this approach for high school classrooms with the History of Science Cases (HOSC). The review continues with discussion of rationales for the inclusion of HOS approaches and a typology of such approaches. Throughout the article posits that even a modest incorporation of historical context into instruction can significantly enrich the educational experience, helping students gain a more profound appreciation of biology and the nature of scientific inquiry, ultimately making instruction more impactful and meaningful.

Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers

Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers

University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.

Science is often portrayed as a meritocratic endeavor, but university biology programs exhibit high rates of student attrition, particularly among students of Color, despite similar interest and aptitude for science, technology, engineering,and mathematics (STEM) as White students. Culturally relevant pedagogy is associated with student persistence in STEM. One way to practice culturally relevant pedagogy in biology courses is to engage students in discussions of race, racism, or racial equity. Guidance exists to help instructors incorporate race-related topics into the biology curriculum, but the reasoning behind the decision of whether to adopt this practice is not well characterized. Understanding instructors' perceptions and experiences in implementing these topics will help identify supports and address barriers to instructor adoption. In this study, we examine university biology instructors' motivations for incorporating topics of race, racism, or racial equity in biology courses and contextual factors that influence this motivation. We found that the instructors were primarily motivated by intrinsic factors, desire to promote student learning and success, and social injustice events despite lacking external incentives. The instructors also held anti-racist perspectives when developing learning experiences for their students. How change agents can leverage these findings to promote rightful presence in biology courses is discussed.

How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?

Field biology courses can be formative learning experiences that develop students' science identities. Yet, they can also pose challenges to students that may disaffirm their science identities-especially to those who identify with underrepresented, excluded, and minoritized groups. It is largely unknown how students' social (e.g., gender) and personal (e.g., where they grew up) identities intersect with their science identities in field biology courses. Therefore, we used the Expanded Model of Science Identity to determine: 1) the factors that influence students' science, social, and personal identities; and 2) whether and how these identities intersect in field biology courses. Using a card sorting task during semistructured interviews, we found variation in science identities with which students identified, mediated by social factors (e.g., social comparison). These social factors influenced how students' social and personal identities intersected with their science identities. Intersections between students' social and science identities were also facilitated by structural factors (e.g., privilege, lack of representation) that perpetuate inequities in field biology. Based on our findings, we offer suggestions to support welcoming, equitable, and inclusive field biology education that nurtures the science identities of all students.

Exploration of biological concept understanding through augmented reality: A constructivism theory approach

Augmented reality (AR) technology combines real-world environments with digital elements, creating interactive experiences that enhance student learning. AR has significant educational potential, allowing students to visualize and interact with abstract concepts across various subjects, including economics, biology, and physics. This qualitative study explores the potential of Augmented Reality (AR) in enhancing the understanding of biological concepts through the lens of constructivism theory. The research aims to investigate how AR technology can be leveraged to create immersive and interactive learning experiences in biology education. By examining the perspectives of educators, students, and AR developers, this study seeks to provide insights into the effectiveness of AR in constructing knowledge and promoting deeper comprehension of complex biological processes. This research uses a qualitative approach with a literature study method and descriptive analysis to explore the understanding of biological concepts through Augmented Reality (AR) from the perspective of constructivism theory.Augmented Reality (AR) is revolutionizing educational paradigms by creating immersive learning environments that blend physical and digital elements, This technology supports the constructivist learning theory by allowing students to actively construct knowledge through direct interaction with virtual biological models, fostering deeper comprehension of complex biological systems and processes.While AR presents significant educational potential, its implementation in biology education faces several challenges that require careful consideration and strategic solutions. AR can help students understand complex concepts in a more exciting and fun way. In the context of constructivism theory, AR supports active, collaborative, and experience-based learning, which is very important in biology education.

Implementing the TPACK model to enhance learning outcomes of future biology teachers for the digital era

This research is motivated by the rapid development of technology, which has impacted learning in preparing prospective teachers for the digital era. One of the essential competencies required for this preparation is the ability to implement the TPACK model in the learning process to improve the learning outcomes of prospective biology teacher students. This study aims to analyze the effect of implementing the Technological Pedagogical Content Knowledge (TPACK) model on the learning outcomes of prospective biology teacher students in preparing them as educators in the digital era. TPACK is a framework that integrates technology, pedagogy, and content to create more effective and interactive learning experiences. The research method used is quasi-experimental, employing a non-equivalent control group design. The results show a significant improvement in the learning outcomes of students in the experimental group compared to the control group. The implementation of TPACK also enhances students' technological skills, which are crucial for their preparation as teachers in the digital era. This study concludes that the application of TPACK not only has a positive impact on cognitive learning outcomes but also fosters a positive attitude towards the use of technology and improves students' psychomotor skills.