Biology Lessons Research Articles

Corrigendum: Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

Corrigendum: Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

ICT in biology education: teachers’ readiness and implementation challenges in the context of Bangladesh

Information and Communication Technology (ICT) is commonly employed in biology classes to facilitate students' comprehensive comprehension of biological processes and enable them to see living phenomena. The purpose of the study was to explore the use of ICT in enhancing the teaching and learning process of biology in the secondary schools of Bangladesh. In our study, sequential explanatory mixed method design has been followed. Data was collected from purposively selected ten secondary schools of Dhaka city. The study reveals that teachers have a positive attitude towards incorporating ICT in biology lessons and possess operational understanding of data processing tools and online browsing. Nevertheless, it also emphasizes the fact that teachers are devoid of personal computers in their houses and have restricted availability to school computers. Furthermore, the existing curriculum and teachers' guides lack adequate instructions for integrating ICT into biology lectures. The study also suggests that the process of developing ICT-based curriculum is complicated, which deters teachers from incorporating ICT into their classes. Furthermore, there is a limited availability of educational materials related to ICT in the Bangla language. This study recommends continuous in-servicing training on ICT to teachers, interest free loan to teachers for purchasing laptops, developing interactive biology educational ICT contents in Bangla and include specific instructions in the curriculum and teachers’ guide on how to use ICT in biology classes. These findings have important implications for policy makers, educators, and researchers who are dedicated to expanding the use of ICT in education.

Evaluation of High School Students' Knowledge and Awareness of Medical Information, Specifically on ENT Diseases

Introduction: Every stage of education is valuable, but high school is the most critical period for career choice before university. This is because the university life, which is the basis for career selection, begins after high school. The aim of this study is to evaluate the medical knowledge and awareness of high school students, focusing on ENT (ear, nose, and throat) diseases, across different grades and fields. Material and Methods: A survey form consisting of two sections was used as the data collection tool in the research. The first section contains a demographic information form, and the second section consists of 7 multiple-choice questions. An independent sample t-test was used to compare the averages of correct answers and total scores according to gender, grades, and fields. The ANOVA test was used to compare results based on age groups. Results: Of the 54 students who participated in the study, 28 (51.9%) were female, and 26 (48.1%) were male. Of the participating students, 30 were from the Science-Technology (ST) department, and 24 were from the Anatolian High School (AL) department. After excluding 2 students who had previously participated in ENT disease-related training (both from the ST group), the percentage of students who answered the general ENT questions incorrectly was 6/24 (25.0%) in the AL group and 1/28 (3.6%) in the ST group. The number of students who requested additional health-related topics in the biology curriculum was 19/24 (79.2%) in the AL group and 27/28 (96.4%) in the ST group. Conclusion: It was found that due to the science (biology) intensity of their education, the ST group had higher health knowledge specifically related to ENT diseases compared to the AL group, and the difference between the two groups was significant (p < 0.001). Despite the higher level of correct responses and knowledge in the ST group, there was a statistically significant difference between the two groups in their demand for more biology lessons (p < 0.001). Discussion: Providing more biology lessons in high school would be beneficial both for career choices and for improving health literacy.

Fun, experience or education? Learning efficiency – virtual reality lesson vs traditional lesson

PurposeThe aim of the article was to compare the learning outcomes of the same content in the form of a traditional analogue lesson and in the form of a virtual reality (VR) lesson with the use of head-mounted display (HMD).Design/methodology/approachThe study included one biology lesson conducted in 4 groups of a dozen people and one biology lesson in VR carried out individually on 75 people. The respondents completed the knowledge test, a questionnaire before and after the class regarding the attitude to new technologies, and feelings after the lesson. The researchers used detailed observation sheets (subjects' behaviour and the dynamics of the lesson). The obtained results were analysed statistically through lesson type (traditional/VR), respondent type (technology enthusiast/non-enthusiast) and question type. The Mann–Whitney U test, t-student and chi-squared (?²) test were used.FindingsThe average of the overall results in the knowledge test was similar in both groups (16 points; ±SD 2.13), slightly better for the analogue group and for the non-enthusiast group. It was found that VR hinders the acquisition of knowledge by tech enthusiasts, who perceive it primarily in the play paradigm. However, it encourages the learning of technology sceptics, who quickly discover a passion for exploring the virtual world. It was clearly indicated, quantitatively and qualitatively, how the technology modalities directly influenced the learning outcomes.Originality/valueThe article offers fresh insights into how students' perceptions of the educational process can be transformed through the integration of VR. The compelling findings and nuanced analysis provide a robust foundation for exploring new frontiers in educational technology.

Miskonsepsi pada Materi Perkembangbiakan dan Pertumbuhan Makhluk Hidup pada Kelas XII

What are students' misconceptions about understanding the growth and development of living things and why students have difficulty learning the material on the growth and development of living things. This research aims to describe the profile of students' misconceptions on the growth and development of living things and to describe the factors causing students' misconceptions on the growth and development of living things. This data is really needed to determine the level of students' understanding of the concepts in the material. This research is a descriptive research. This research is broadly divided into two stages, namely the preparation stage and the implementation stage. This research is a descriptive research. The object of this research is the Growth and Development of Living Creatures material in the SMA/MA Class Living Creatures in the SMA/MA Class Material like this contained in books can be a misconception for students because the title is unclear so that students misunderstand what the title means. This research shows that there are misconceptions in books used as teaching materials in class XII in Biology lessons, these misconceptions can be found in the title, subtitles and even in the content of the material in this book. This book is quite clear and structured in delivering biology material, especially Growth and Development material, to high school/MA class XII students.

Challenging Misconceptions about Race in Undergraduate Genetics.

Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education.

Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

There is a broad consensus in politics, economy and science about the importance of promoting STEM competences. To promote STEM skills in the classroom, we propose a cross-domain approach combining the STEM sub-domains of Biology and Technology/Engineering. Therefore, we have developed a model that illustrates how the STEM sub-domains of Biology and Technology/Engineering can complement each other in a cognitive process. Both sub-domains show similarities in working methods and consider structural and functional relationships. These synergies can be brought together in a design process. This approach leads to the question of the extent to which a cross-domain approach utilising a design process can be a learning opportunity for biological subject knowledge. Based on this model, we have created a learning arrangement on the topic of the ‘locomotor system’. Learners should use a design process to build a feeding machine inspired by structural-functional relationships in different locomotor systems. In a quasi-experimental study, we compared this Design approach with two alternative teaching approaches (a Reconstruction approach and a Biology approach). In the Reconstruction approach, students receive the same input on structural-functional relationships in locomotor systems but build their feeding machine according to a predetermined plan. In the Biology approach, no feeding machine is built; instead, structural-function relationships in locomotor systems are modelled using further examples from the animal world. 413 pupils (age: M = 12.53, SD = 0.818) took part in the study. Longitudinal and cross-sectional analyses emphasise the potential of the Design approach compared to the other methods and show significant differences in long-term learning outcomes. Path models illustrate that cognitive abilities (IQ) and participation in the ‘Design’-intervention group are decisive prerequisites for learning success. The results also show that students following the Design-approach develop a significantly improved understanding of concepts related to the musculoskeletal system. Using a design process combining biology and engineering presents a learning opportunity for students to develop long-term robust biological knowledge and understanding of biological concepts. Thus, using a design approach can be a cross-domain bridge for integrated STEM instruction in order to foster pupils’ knowledge acquisition and competences.

EFFECTIVE WAYS OF TEACHING INTERRELATED TASKS IN BIOLOGY LESSONS IN SECONDARY SCHOOLS

The article analyzes the effective ways of learning tasks in unity in biology lessons in secondary schools. It is shown that three important functions of teaching are performed in biology classes: to educate, to educate and develop the personality (student). These listed functions of training should be implemented in unity and not in a phased manner. It is justified in the article that the unified application of the functions of education, development, upbringing, and prediction plays an important role in the formation of the educational culture of students. During the teaching of biological education in the school, the teacher should work on the course of educational training, scientifically correct and in accordance with the plan in the teaching of each course.

POSSIBILITIES OF USING METHODS AIMED AT SOLVING LOGICAL AND CRITICAL PROBLEMS IN BIOLOGY LESSONS IN GENERAL EDUCATION SCHOOLS

In the process of applying situational issues in teaching biology, the learning process is improved. Thus, it deepens interdisciplinary interaction and interdependence. Thus, in the process of applying situational problem solving technology, with the help of interdisciplinary integration, students create interaction between knowledge and can use it in the future. It is not enough to integrate the knowledge of one or two subjects in the teaching process, in this case, it is possible to form knowledge and skills related to different subjects as a result of solving situational issues related to the subject.

IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN SIKAP WIRAUSAHA BERBASIS KEARIFAN LOKAL SISWA PADA MATERI EKOLOGI KELAS X

The background of this research is the low value of mastery of the concept of biology lessons in Ecology material at SMAN 1 Lohbener, due to the lack of application of a learning model that activates students in the learning process. The Project Based Learning model is a project-based learning model with one of its characteristics being product-oriented that has entrepreneurial value. The purpose of this study is to determine the improvement of students' mastery of entrepreneurial concepts and attitudes based on local wisdom. The research method used was quasi-experimental with a pretest-posttest control group design with the sample used being taken purposively as many as 50 students, which were divided into experimental and control groups. The data collection technique uses a concept mastery test, an entrepreneurial attitude questionnaire, and a student response questionnaire. The result of this study is that there is an increase in students' mastery of concepts in Ecology material through the application of a project-based learning model which is evidenced by a significant difference in mastery of the concept of the experimental class with a control class with a probability value (p) of 0.001 0.05, and a nominal gain index of the experimental class of 0.34 with an increase in the medium category and an increase in students' entrepreneurial attitudes based on local wisdom as evidenced by the value of The normalized gain index in the experimental class was 0.03 with a low improvement category.

Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs)

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.

THE INFLUENCE OF EXTRACURRICULAR ACTIVITIES ON THE INTEREST OF CZECH AND FINNISH STUDENTS IN BIOLOGY

Extracurricular learning plays a key role in shaping students' interest in (not only) biology. The research examined which extracurricular areas related to biology can make biology more attractive for the participating Finnish and Czech students. A 5-point Likert scale questionnaire was administered to 178 Finnish and 195 Czech 9th-grade lower-secondary school students. Cronbach's alpha, Varimax rotation and Mann–Whitney U-test were performed. Factor analysis identified 7 areas: Family trips, My career, Biology lessons, Healthy lifestyle, Institutions, Nature-related hobbies, and Information sources. For Czech, hobbies related to nature and family trips are significant contributors to fostering interest in biology, and an informal educational environment is crucial for cultivating a lasting relationship with biology. For Finns, biology classes and career orientation have a more significant influence on students, demonstrating the effectiveness of formal educational strategies in increasing students' interest in biology. Increasing interest in biology among the students observed in both sociocultural environments is significantly influenced by family involvement and the use of information sources. Further research should explore how specific ECA can support the connection between family and school environments and their impact on students' interest and engagement in biology lessons. Keywords: extracurricular activities, interest in biology, lower secondary school students, questionnaire

Using Roblox to Explore Natural Selection

This is part of a series of biology lessons that teach 9th to 12th graders about natural selection and uses the Roblox game to engage students. This lesson begins with a reminder to students about expectations and rules regarding appropriate use of technology, which can provide opportunities to explore scientific concepts in the virtual environment of Roblox. Students are expected to explore the Darwin postulates of natural selection using the examples provided. Then they discuss their findings with fellow students. This discussion is followed by an activity where students model evolution using previously created Roblox games. Next, students create their own Roblox game. This lesson concludes with students exchanging their finished games for others to explore.

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.

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.

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

This study aims to analyse the experiences and perspectives of prospective biology teachers regarding their excursions using Actionbound to learn about plant species. The participants in the study consist of 30 undergraduate prospective biology teachers. The focus is on the prospective teachers’ enjoyment of the Actionbound experience, the duration to complete the excursion, their willingness to engage in another task-based game, and their views on implementing mobile device-supported biology teaching, specifically related to the design of a biology lesson using Actionbound. The prospective biology teachers predominantly found their experience with Actionbound enjoyable. Their perspectives centred on the App’s usability in education and its technical usability. Results show that biology lesson designed with mobile devices positively impacts knowledge retention, motivation, interest, and enjoyment. The results underscore the importance of designing learning environments for effective biology education and teacher training.

Creative Visual Arts and Biology Processes: Examining Emergent Bi/Multilingual High Schoolers Meanings

This case study research examines how emergent bilingual and multilingual high school students construct meanings while engaging with objects during a biology lesson that integrates visual arts. Drawing on the theoretical framework of Symbolic Interactionism (SI), the study focuses on "Artistic Reformatting to Represent Interdependence among the Structures and Functions of an Animal Cell." By investigating the connections between the students' interests, beliefs, memories, and objects, as well as their social interactions with peers, friends, family, and others, the research uncovers the ways in which meanings are constructed. While visual arts integration is common in academic content, little attention has been given to its potential to support meaning-making among emergent bilingual and multilingual students. The findings of this study highlight the importance of adopting a holistic approach to visual arts education that emphasizes contemporary strategies, enduring ideas, and social interaction in engaging with content. These insights suggest that educators can enhance their teaching methods and create meaningful learning experiences for bi/multilingual students by incorporating these approaches. The study underscores the significance of visual arts in fostering personal connections and deeper comprehension of academic content among diverse student populations, ultimately promoting a more inclusive and effective educational environment.

Using Students’ Smartphones as Tools to Determine Total Carbohydrates in Beverages

Smartphones are used universally in many areas due to their advanced features. Smartphones are also widely used by teachers and students in education. This research aims to design low-cost and easy experiments for biology lessons using smartphones. Colorimetric measurement was made with a smartphone. Mobile applications were used to read color change values. The amount of sugar in beverages was calculated with the students. They could create standard curves, measure with a smartphone, organize the data, and determine sugar concentration. It was determined that the students had positive thoughts about the activity. Self-confidence results indicated that the activity had a positive effect on students’ self-confidence. Although there was a decrease in the mean scores of difficulty, it was revealed that the mean scores were over the “moderate” level. As a result, it can be said that the activity may be easily practiced by teachers and students in biology lessons.

Pengembangan Majalah Elektronik Berbasis Aplikasi Anyflip Pada Materi Sel Untuk Siswa Kelas XI SMA/MA

The results of a pre-survey at SMA Negeri 1 Kotagajah found several problems, namely only about 50% of students in the class focused on taking biology lessons. According to the biology teacher, the lack of focus during learning is influenced by several factors, one of which is a non-motivating learning resource. Biology teachers experience difficulties in teaching cell material because the teaching materials used do not cover material clearly and completely. During learning activities, the media used is minimal in cell material. The teaching materials used are only printed books and power points. Therefore, it is necessary to develop an electronic magazine based on the Anyflip application. This study aims to develop an electronic magazine based on the Anyflip application as a learning medium for class XI student at Senior High School. This research includes Research and Development, research using the ADDIE model. The results of product validation and testing show that the electronic magazine based on the Anyflip application as a learning medium for class XI SMA/MA students is “Very Good” and is feasible to use. This is obtained based on the percentage of product validation and trial results. The percentage results obtained for each were subject matter experts by 81%, media experts by 96%, teacher responses by 96%, students responses by 89%, and all results were categorized as "Very Good".

Penerapan Model Pembelajaran Active Learning dalam Meningkatkan Aktivitas dan Hasil Belajar Biologi Siswa Kelas VIII

This research aims to determine the increase in student activity and learning outcomes through the application of the Active Learning learning model in biology lessons for class VIII students at SMP Negeri 12 Tasikmalaya. This type of research is Classroom Action Research (PTK). This research was conducted at SMP Negeri 12 Tasikmalaya. The population in this study were all class VIII students, while the sample used was 25 students. The instruments used in this research were observation sheets and test questions. Data collection techniques use observation and tests. The data analysis technique in this research is qualitative and quantitative data analysis. Qualitative data analysis is used to analyze data obtained from observations carried out in the first cycle and subsequent cycles, the data is collected and then concluded. Meanwhile, quantitative data analysis is used to process data in the form of numbers, both observation data and student learning outcomes (evaluation) data which are then processed into quantitative data in research. The results of this research show that, in cycle I, the student activity score was 2.5 in the quite active category and in cycle II it was 3.33 in the active category. For learning outcomes, the percentage of classical completeness in cycle I was 68% in the incomplete category and in cycle II it was 88% in the completed category. Thus it can be concluded that the application of the Active Learning learning model can improve the activities and learning outcomes of class VIII students at SMP Negeri 12 Tasikmalaya.