School Biology Education Research Articles

Problem-based blended learning: The student’s critical thinking skills in the respiratory system material

Critical thinking skills should be integrated into high school biology education through problem-based blended learning.. This study aims to determine the effect of the Problem-Based blended learning model on students' critical thinking skills in the material on the respiratory system at SMA A. This quasi-experimental study used a nonrandomized control group, pretest-posttest design involving 2 XI classes, namely the control class, which consisted of 33 students and 32 students in the experimental class. Collecting data on critical thinking skills is using a test technique. The test instrument used is a question sheet (pretest and posttest). The data analysis consisted of analysis prerequisites in the form of a normality test and homogeneity test, as well as hypothesis testing in the form of the Mann-Whitney test. This study's results indicate a significant influence on students' critical thinking skills in the respiratory system material for class XI at SMA A after applying the Problem-Based blended learning model assisted by Google Classroom. This can be seen from the average test of critical thinking skills in the experimental class, which is higher than the control class.

Enhancing high school human evolution education: Harnessing “sapiens: a brief history of humankind” as an effective learning resource

Understanding human evolution can be challenging for students and may lead to misconceptions, often stemming from the learning materials employed. Current learning resources commonly include textbooks, images, and the internet. The popular science book "Sapiens: A Brief History of Humankind" offers potential as an educational tool for teaching human evolution. This study aims to assess the suitability of "Sapiens" for high school Biology education and its potential as a resource for teaching human evolution in senior high school. Employing a qualitative descriptive method with a content analysis approach, data is gathered through documentation techniques. Primary data is derived from the documentation and content analysis of "Sapiens: A Brief History of Humankind." Data analysis follows the model proposed by Miles and Huberman (1983), encompassing data reduction, presentation, and conclusion drawing. The findings indicate that the book effectively addresses 7 out of 9 (77.78%) sub-topics of human evolution commonly taught in high school Biology. Importantly, the book replaces outdated terms like Pithecantropus and Megantropus paleojavanicus, found in traditional textbooks. Moreover, the book fulfills the five criteria for selecting learning resources as outlined by Djohar (1987). Consequently, "Sapiens" can serve as a valuable learning resource for high school Biology, particularly regarding the study of human evolution.

Evolution of senior secondary school biology education in New Zealand

Evolution of senior secondary school biology education in New Zealand

Exploring Practical Pedagogy in High School Biology Education: A Qualitative Study of Pre-Service Biology Teachers’ Experiences in Vietnam

<p style="text-align:justify">This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.</p>

Gaming for the Education of Biology in High Schools

Game-based learning refers to an educational approach where games (digital or analogue) are used in order to engage students in interactive and immersive experiences designed to teach specific concepts, skills or subjects. Gamification refers to the application of game design elements, such as point systems, rewards, narratives, and competition, to non-game contexts. Game elements, mechanics and structures, when incorporated into the learning process, can enhance student understanding and increase engagement, motivation and retention of educational content. Teaching Biology can present challenges mainly due to the complexity of the subject matter, the different scales of biological organisation, and because it often includes challenging and counterintuitive concepts that may contradict students’ preconceived notions. Integrating gaming into the high school Biology curriculum not only tackles the challenges of teaching complex concepts but can also promote student engagement. Customising gaming experiences to Biology intricacies enhances critical thinking and creates a dynamic learning environment tailored to the demands of high school biological education. This entry explores the integration of gaming and gamification in high school Biology education to overcome challenges in sustaining student interest. Additionally, the article highlights the diverse applications of games in education, showcasing their versatility in enriching the educational process. Future research should evaluate specific games, explore design principles, and consider challenges associated with implementation. In conclusion, using games in Biology education promises to enhance engagement, promote active learning, and deepen understanding, contributing to narrowing the gap in biological literacy.

Дослідницька діяльність як невід’ємна складова шкільної біологічної освіти

The article defines the place of research activity in teaching biology in general secondary education, characterizes the components of research activity. The role and possibilities of research activity in the study of biology in the New Ukrainian School are shown. The purpose of the article was to find out the place of research activities during biology lessons in the context of STEM education and its place in school biology education. The following methods were used in the study: theoretical - processing of scientific sources, determining the place of research activity as a component of school biology education; empirical - observation, study of research results, which ensured the determination of the place of research activity in the study of biology at school. The study analyzed model biology programs and determined the place of research tasks in them. The advantages and disadvantages of using research tasks in the study of biology in general secondary education are clarified. It is substantiated that in STEM education, the student becomes not a customer of knowledge but a consumer, and the role of the teacher changes accordingly - he or she becomes a mentor, explaining how to use the potential of technology for their own needs and the needs of society. According to this system of education, the lesson is centered on a research and practical task that needs to be solved, not the teacher as it was before. It is clarified that the main role in teaching biology in general secondary education institutions, and, accordingly, in the training of students - future biology teachers, is played by the introduction of STEM education, which has a practical orientation and includes solving the problems of training an education applicant who is aware of his social responsibility, systematically improves personal and professional growth, and reaches new pedagogical heights.

IMPROVING THE METHOD OF ACTIVATING STUDENT'S COGNITIVE ACTIVITY IN SCHOOL BIOLOGY EDUCATION

This article explores innovative approaches to enhance cognitive activation among students in the field of school biology education. Recognizing the pivotal role of active learning in fostering deep understanding and critical thinking, the study delves into methods that go beyond traditional teaching paradigms. Through an extensive review of literature, encompassing influential works by Hattie, Marzano, and Gardner, this research investigates the efficacy of interactive learning tools, experiential learning, collaborative techniques, and the integration of technology in biology classrooms.

Fictional placemaking creating meaningful contexts for causal reasoning in secondary school biology education

ABSTRACT In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful contexts providing opportunities for the learning of biology. Four design principles were formulated from theories on: (1) pedagogy of place; (2) communities of practice; (3) imaginative teaching; and (4) story-based learning. Based on these principles a lesson series was designed in which students were challenged to create societies living in domes on Mars as a fictional place. This lesson series was conducted in a ninth-grade class (28 students) at pre-university level. It was evaluated on the contribution of the design principles to create a meaningful context for the learning of biology. This research focuses on causal reasoning, which is a key competency in biology. The analysis of artefacts of group work showed evidence that students expressed different types of causal reasoning. Reflection on each of the design principles made clear how fictional placemaking provides opportunities for the development of students’ causal reasoning.

Basic biology education in high school and acceptance of genetically modified food in Japan.

While many types of genetically modified (GM) food have become more available worldwide, the acceptance of GM food continues to be low. To increase this acceptance, various educational interventions have been conducted; however, conflicts remain about the safety and acceptability of GM food among laypeople, experts, and policymakers in several countries. Thus, this study aimed to clarify whether basic biology education influences Japanese people's acceptance of GM food. We examined this idea by comparing individual experiences of high school biology education based on curriculum and proficiency level. We distributed online questionnaires to 1,594 people in Japan; 1,122 valid responses (70.4%) were obtained. Results showed that the acceptance rates of GM vegetables, fish, and meat were 33.6%, 29.0%, and 29.1%, respectively. Comparing the biology knowledge test scores according to different high school biology education levels (i.e., non-learners, basic, and advanced levels) showed no significant differences between the three age groups (20s, 30s, and 40s), which corresponded to different curricula (p = 0.90); however, there were significant differences between the high school biology education levels (p<0.01). Using logistic regression analysis, we then examined the effect of high school biology education on acceptance of GM food. The results showed no significant differences between different high school biology education levels but significantly lower acceptance by the 30s and 40s groups compared with the 20s group (p<0.05). This suggests that basic biology education alone is not sufficient to change people's attitudes toward GM foods. These generational differences suggest factors other than high school biology curriculum affect different generations' acceptance of GM foods. Overall, high school biology education did not directly affect acceptance of GM foods, although those who received a higher level of education had an increased knowledge of GM foods.

Analysis of improving cooperation ability of students in high school biology education

Analysis of improving cooperation ability of students in high school biology education

GiantScope: A simulation microscopy for middle school biological experiment education

AbstractWe present a simulation microscope device called GiantScope, which combines virtual microscope, cloud computing, and embedded technologies. Users can complete most of the microscope‐based experiments in biology courses by operating our device, while learning the operating skills of microscopes at the same time. Our device supports most of the operation functions of optical microscopes, including quasifocus screw adjustment, slide movement recognition and so on, and also has auxiliary enhancement functions including manual measurement, annotation and so on. In addition, we have built a cloud‐based digital slide database, which enables users to select experimental observations through digital slides, including static cell specimens or dynamic cell activities. After user study, we found that using GiantScope for biological experiments has better learning efficiency and user experience than traditional microscopes.

SCIENTIFIC FACT AS A METHODOLOGICAL CATEGORY IN SCHOOL COURSE OF BIOLOGY

In the article is described classification o f biological facts, which are available in the school biological education, and given an examples of educational tasks for the seventh form. On the basis of it the conclusion about necessity of allocation for separate group of the facts of historical-metodological character and development of a methodic of their use in practice of instructing of biology is made

Analysis of Educational Problems and Biology Learning in Senior High School in Kerinci Regency

The purpose of this study was to determine the cause of high school biology education and learning in Kerinci Regency. This type of research is qualitative with a case study. Data comes from observations, interviews, and documentation. The results of the study concluded that SMA Negeri 12 Kerinci faces learning probabilities and biology education, namely the lack of biology laboratory facilities and infrastructure, lack of computers to carry out national exams, and the lack of students who are active in the learning process of biology SMA Negeri 4 Kerinci facing learning problems and biology education as minimal management of school facilities and infrastructure and the lack of educational media in the learning process of biology.

Изследване на рефлексивното мислене при 15 – 17-годишни ученици в обучението по биология – в интелектуален и личностен аспект

The report highlights into an empirical study of the intellectual and personality reflection correlations with 15 to 17- year old students in school biology education. The experiment draws upon two research groups, control group consisting of 80 students and an experimental one made up of 90 students instructed in various secondary schools around Bulgaria. All analyses have been performed using SPSS 13 software (statistics) and the correlation coefficients of Spearman – Brown (rsb) and Pearson (r). They provide ample evidence that the designed model of technology, based on reflection, helps students develop and enhance their reflective, cognitive and self-awareness skills in genetics and biotechnology classes.

Features of biology education research organization in schools

The paper discusses the features of school biology education research organization in the context of the implementation of the Federal State Educational Standard of General Secondary Education. It is shown that the specificity of Biology as a school subject provides enormous opportunities to research activities for schoolchildren. It contributes to the results that comply with the Federal State Educational Standard, improves critical thinking and learning ability developing. This study shows the most common areas of biological research presented at school scientific conferences and olympiads of various levels. New and rarely used topics are proposed for education research in Botany, Zoology, Human Anatomy and their subsections. When choosing topics for their studies, authors recommend taking into account the students interests, age, ability to complete the research within a relatively short time at school or in other education organizations, scientific relevance and usefulness for the participants and regional approach. It is stated that the organization of theoretical and experimental research should be based on the scientific logic, which will improve students research abilities. The paper reveals typical problems of teachers associated with the choice of research topics, problem statement and choice of methods for studying natural objects.

From concept to reality: the use and impact of 3D prints as academic tools for high school biology education

ABSTRACT While Science, Technology, Engineering, and Mathematics (STEM) education is essential in the high school curriculum, it often carries a reputation of being formidable and overwhelming. The resulting unease students often face inhibits their ability to learn effectively; thus it can be beneficial to integrate a more familiar approach to teach them such complex topics. We have developed a technology-enabled learning environment surrounding the use of 3D prints focused on the topics of homoeostasis and immunity for a ninth grade Living Environment class. The teacher and students’ surveys reveal that the 3D prints helped the students to effectively learn the material leading to a better understanding and retention of the topics. The results from the students’ performance, as well as the teacher and students’ feedback from the activity, demonstrate the effectiveness of 3D prints on maintaining their interest through a student-centred, student-led learning activity.

FORMING UNIVERSITY STUDENTS’ INTEGRATED OUTLOOK PERCEPTION OF NATURE

The article addresses the issue of shaping a person’s integral world outlook as premises of scientific worldview. This objective is pursued via a number of methods and techniques designed on the basis of the causative-systemic approach and the algorithms suggested by the universal laws of nature. The paper considers a number of universal concepts connecting natural-scientific and humanitarian components of a worldview and approaches a student’s development as a multi-factor process. The article discusses the theoretical background of the model of forming universal scientific worldview with the latter being accountable for pedagogical university students’ responsible and integrative attitude towards nature. The paper considers methodology of implementing the model within the structure of an experimental optional academic course and discusses the most relevant results of the experiment. The notion of “the image of the world” is considered as a professional factor of a future teacher’s educational activity. The paper provides analysis of a number of relevant approaches and concepts. The image of the world is then tackled from the standpoint of philosophy, theory of education, psychology and the fundamental concepts of natural science. The paper differentiates the notions of “worldview” and “world outlook”. The suggested model of forming universal scientific worldview explicates basic “nuclear” clusters of methodological, natural-scientific and didactic nature. Potential implementation of the model into the integrated content of education is expected to increase the level of future teachers’ theoretical synthetic thinking. The paper attempts to verify whether the current content of high school biological education complies with the fundamental laws of nature. It analyses a number of concepts introduced in modern manuals in natural studies used at the university level of education. The article provides methodological argumentation for the stages of forming natural-scientific worldview regarding their correlation with the didactic conditions and methods. The paper presents the results obtained in the course of prolonged work with worldview-related notions implemented in the experimental curriculum. The experiment registered positive dynamics of changes in the level of students’ theoretical thinking as well as the growth in the pace of learning. The article highlights the idea of conscious introduction and comprehension of the worldview-level notions during the learning process on the basis of the suggested model.

Digitalization of School Biological Education: Problems and Solutions

In the article the use of digital technologies for the educational process in biology has been studied. The study has aimed at developing and testing the methodology for developing a block of educational tasks in biology by using digital educational resources. Surveys, testing, and the pedagogical experiment have been used as research methods. It has been determined that biology teachers need the methodology that allows the competent use of digital educational resources in teaching activities. In the article the methodology for developing educational tasks in biology by using digital educational resources has been introduced. It is based on the taxonomy of B. Bloom’s educational objectives. The efficiency of the methodology has been confirmed by the results of testing students in the control and experimental groups: the level of development of students’ universal learning activities (ULA) has considerably increased, and the rate of students with project skills has grown.

Ценностно-ориентированное учебное биологическое знание: концептуальный взгляд и методические решения

The article presents a brief historical panorama and philosophical protoform of the idea of including a value component in the structure of natural science knowledge, positioned by the methodologists of post-non-classical science as one of its distinguishing features. These theses are projected onto the value-oriented educational knowledge in biology recognized by the student. Awareness of how this knowledge is obtained, how logically correct the process of its acquisition is and the result is verified. The methodical idea is formulated and substantiated to include the student’s activity “in the logic of scientific research” in the content of school biological education, which involves solving special problems, including the development of an educational hypothesis, its verification and interpretation of the result.

Majority values of school biological education in the context of education for sustainable development

The idea of the study is that the value potential of the subject is a fundamental element of the knowledge system as part of the realization of the idea of sustainable development in education. The basis of the study used the classification of value categories proposed by Milton Rokeach in 1979. We found that in the main school, the content of the subject “Biology” is primarily aimed at forming ideas about terminal values – “life”, “health”, “nature”; in high school – about terminal values “life”, “health”, as well as instrumental values – “perseverance”. The value ideas of a biology teacher are one of the key factors in the formation of students’ value ideas. In the structure of value representations of biology teachers, the three leaders are orientations towards terminal values. We have put forward the assumption that there is a dissonance between the value ideas of respondents and the values that the school biology course is aimed at forming an idea about.