Teaching Of Biology In Schools Research Articles

Integrated use LearningApps.org and information devices in secondary school Biology teaching

This paper explores using the LearningApps.org online resource and information devices such as computers, interactive whiteboards, tablets, smartphones, and websites in teaching Biology in secondary school. An experimental methodology involving LearningApps.org exercises, smartphone apps, interactive whiteboards, and websites was developed and tested. The methodology aims to increase the effectiveness of biology education by leveraging educational technology. Experiments conducted in secondary schools demonstrated increased learning outcomes in plant morphology, anatomy, physiology and systematics topics. The use of multimedia and interactive exercises facilitated the learning process. Results highlight the benefits of integrating online learning tools with traditional classroom teaching. The methodology provides a model for modernising biology instruction through technology.

Simulating the Selective Effect of Antibiotics on Bacteria

Antibiotic resistance has become one of the major public health threats of the 21st century. Bacteria serve as an excellent model organism, allowing scientists to study evolution in a short amount of time. There are many misconceptions among students regarding the emergence of bacterial resistance. Conducting experiments on the selective effects of antibiotics on bacteria in high school biology teaching can provide students with a more intuitive understanding of natural selection. This study designs a set of simulation activities: representing antibiotic resistance genes with letters and simulating the degree of antibiotic resistance with numbers. It simulates bacterial reproduction under no antibiotic pressure, in an antibiotic environment, and in a high-dose antibiotic environment. The simulation activity describes the significance of antibiotic resistance to health care while allowing students to better understand the directional role of natural selection in biological evolution and to dispel common misconceptions surrounding the mechanisms of antibiotic resistance.

Playful strategies for effective high school biology teaching

This paper presents an educational design that develops, implements, and evaluates certain educational games to support teaching and learning biology in secondary school. A quasi-experimental design was employed in which biology was taught to an experimental group using educational games while a control group was taught using traditional methods. The quasi-experiment was conducted in the first year of a technical high school, with two biology teachers assigned to each of the groups involved in the study. Both the control group and the experimental group consisted of 40 students. The study used observation guides, surveys, and questionnaires to collect data. The results demonstrate that educational games positively impact the teaching and learning of biology.

DEVELOPMENT OF RESEARCH-BASED BIOLOGICAL MODULES ON CHARACTERISTICS OF LEAVES EPIDERMIS AND ITS DERIVATIVES OF Solanum lycopersicum var. Cerasiforme and Solanum lycopersicum cv. Ranti FOR HIGH SCHOOL STUDENTS

Biology learning in schools requires current references as enrichment material to accompany textbooks. Therefore it is necessary to develop research-based teaching materials. The study aimed to determine the feasibility of the modules developed for class XI learning on the structure and function of plant tissues based on the results of research on the characteristics of the epidermis and epidermal derivatives of cherry tomato leaves and rose tomato leaves. The research was carried out in two stages. The first was exploratory research carried out by taking samples in the form of cherry tomato leaf organs and rose tomato leaves. Preparation of cherry tomato leaf and rose tomato leaf preparations using the leaf clearing method, observation with optilab-raster image application. Research data were analyzed descriptively. The second stage was preparing modules on the structure and function of plant tissue as biology teaching materials for class XI using the ADDIE development model, which was limited to ADD. Module quality data was collected using a data collection instrument in the form of a product assessment questionnaire. The average result of product evaluation by material experts is 82.14%, and media experts are 84.37%. Based on the results of this assessment, the module on the structure and function of plant tissue is feasible to be used for testing as high school biology teaching materials.

The Effectiveness of an Interdisciplinary Approach in Biology Teaching in Primary School: A Comparison With Monodisciplinary Approach

<p style="text-align:justify">Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.</p>

Exploration and Practice of Junior Middle School Biology Teaching under the Concept of Student-oriented Education

Exploration and Practice of Junior Middle School Biology Teaching under the Concept of Student-oriented Education

The effect of the flipped classroom model on quality of the students‘ performance in biology education in high school

This study investigated the effectiveness of flipped classroom model (FC) and traditional classroom model (TC) in Biology on the quality of the high school students‘ performance. The research sample consisted of a total of 280 first grade high school students in Novi Sad, Serbia. The students in the experimental group learned Biology topic through the FC model, whereas the students in the control group were taught the same topic by the TC model. The instruments used in the research (the pretest and the posttest) contained the questions belonging to three different levels of cognitive learning according to the revised Bloom’s Taxonomy. The results indicated that students that were instructed by the flipped classroom in Biology performed better on the posttest as a whole, and in solving the tasks of all three levels of knowledge (remembering, understanding, and applying) than those instructed by the traditional teaching method. On the basis of the obtained results, a grater implementation of FC model in high school biology teaching is recommended as a way of improving the quality of biology teaching in our and other countries over the world and the level of our students‘ digital competencies.

Brief Analysis of the Development of Comprehensive Practical Activities in Senior High School Biology Teaching under the New Curriculum Reform

Brief Analysis of the Development of Comprehensive Practical Activities in Senior High School Biology Teaching under the New Curriculum Reform

The Application of Information-based Teaching Strategy in Junior High School Biology Teaching —— Taking "Photosynthesis" as an Example

The Application of Information-based Teaching Strategy in Junior High School Biology Teaching —— Taking "Photosynthesis" as an Example

Cultivating Students' Innovative Thinking in Senior High School Biology Teaching under the Background of New College Entrance Examination

Cultivating Students' Innovative Thinking in Senior High School Biology Teaching under the Background of New College Entrance Examination

The Effect of Multiple Intelligences Teaching on Biology Learning of High School Students

Theory of multiple intelligences (MI theory) is a new theory of human intelligence structure, which provides theoretical guidance for teaching optimization. This study aims to understand the effect of multiple intelligences teaching on the biological multiple intelligences of high school students. In this quasi-experimental study, the experimental group received instruction based on MI theory and the control group received traditional lectures. The formal multiple intelligences assessment scale [youth version] was used for investigation, comparing and analyzing the difference of multiple intelligences level between experimental group and control group after teaching by T test. The data shows that after the implementation of multiple intelligences teaching, the students in the experimental group are significantly better than the control group in terms of multiple intelligences, indicating that the teaching of metaintelligence has a positive effect on the comprehensive quality of students. Therefore, in the future junior high school biology teaching, the multiple intelligence teaching mode should be applied to tap the potential of each student and achieve better teaching results.

The profile of biology teaching and learning materials from scientific literacy perspective

Many researchers have developed scientific literacy, but no one has done scientific literacy study on biology teaching materials that include environmental change materials. The purpose of this study is to assess scientific literacy in senior high school biology teaching materials utilized by teachers in Palembang's Ilir Barat I district. This research was conducted using biology teaching materials in the form of books and modules used by teachers in grade X in 13 senior high schools in Ilir Barat I district, Palembang, both in public and private schools. This study employed a descriptive technique with content analysis, which included collecting and assessing biology teaching materials for senior high school grade X. All biology teaching materials for grade X of senior high school utilized in Ilir Barat I district Palembang were used as the population in this study, with environmental changes in biology teaching and learning materials for grade X of senior high school as the sample. The findings revealed that the scientific literacy category was represented in the teaching materials used in 13 senior high schools in the district of Ilir Barat 1 Palembang, with an average percentage of 34.24% for the body of knowledge, 45.35% for a method of investigation, 9.75% for a method of thinking, and 10.86% for the category of science, technology, and society interaction.

QUY TRÌNH RÈN NĂNG LỰC DẠY HỌC THỰC HÀNH CHO SINH VIÊN ĐẠI HỌC SƯ PHẠM NGÀNH SINH HỌC

Biology is an experimental science, therefore it is important to concentrate on the training Biology pre-service teachers not only teaching capacity in general, but also the implementation of biological experiments in particular. In this paper, we build the experimental capacity structure and propose the procedure to develop this capacity for pre-service Biology teachers. On the basis of the proposal procedure, we carried out educational experiments to assess the soundness and rationality of the proposed process. In this way, contribute to improving the quality of the initial training of teachers in biology and the quality of the teaching of biology in schools.

Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

Skillfully Use of Model Construction in High School Biology Teaching to Cultivate Scientific Thinking

The content of high school biology is relatively abstract, making it difficult for students to learn, which reduces their interest in learning.Using model teaching can turn abstract into concrete, stimulate students' interest, and cultivate students' thinking.This article mainly uses the method of constructing models, using conceptual models, mathematical models and physical models to cultivate students' scientific thinking, and further improve students' core literacy of biology.

Teaching Strategies of Biological Experiments in Middle Schools Based on VR Technology

With the continuous development of the Internet and computer technology and the increasing popularity of mobile terminal equipment, new teaching media are continually emerging. After multimedia, a new teaching media, virtual reality technology, has emerged in the field of education. Based on the above background, the purpose of this paper is to explore the teaching strategies of middle school biology experiment based on VR technology. In this paper, VR technology is applied to biology experiment class in middle school to improve the effect of biology experiment class, especially to cultivate the experimental operation ability and the ability to construct biological experiment knowledge. This paper takes the first grade of a high school as the research object, carries on the practical teaching application, through the comparative analysis of the teaching practice of the experimental class and the control class, explores the role of virtual reality technology in high school biology teaching, and analyzes the use of virtual reality technology in high school biology the difference between teaching activities and traditional teaching. The experimental results show that students are attracted by the most exciting factors, accounting for about 88%. Virtual reality technology can bring more fun and make the original boring learning more colorful.

Understanding students' conceptions of plant reproduction to better teach plant biology in schools

Societal Impact StatementIt is critical that people understand the importance of plants to all life on Earth, and this must be taught in an understandable and engaging way at an early age. Plant reproduction provides useful real‐life examples for teaching students about the biology of plants. However, what do students actually know about this process? We asked students to complete one of three writing tasks to ascertain their understanding of plant reproduction. Their responses provide useful insight into their conceptions of plant reproduction. Ultimately, better knowledge of students' conceptions of topics like plant reproduction can provide educators with important insights to help guide and improve teaching of plant biology in schools. Summary Teaching botany is a challenge due to the phenomenon of “plant blindness” and students' general lack of interest in plants. The reproduction of flowering plants can serve as a useful topic for teaching botany by providing a real‐life context to aid learning. However, research has shown that students have difficulties in understanding how the stages of plant reproduction are connected. This study aims to examine students' conceptions of the processes of plant reproduction. Students' conceptions were analyzed in a multi‐method approach. A total of 724 students from fifth to 12th grade (aged 10–18 years) were assessed using three different types of writing and drawing tasks. Students' conceptions were analyzed in a qualitative content analysis. Results show that students struggle to differentiate between pollination and seed dispersal. Moreover, students have better knowledge about the function of seeds than about the function of pollen. Students are most familiar with seed dispersal by wind and pollination by bees. Better knowledge of students' conceptions can greatly aid teaching. Students' awareness of the function of seeds can be used as a starting point for teaching plant reproduction. The writing and drawing tasks of the study can be used in class to assess students' conceptions in an easy way to make conceptions and their development visible to both students and teachers. Knowledge about students' conceptions of plant reproduction can serve as a basis for deeper understanding and improve how plant biology is taught in schools.

The use of microscope in school biology teaching

The study on the use of microscopes in biology teaching was conducted in 73 primary schools and 30 secondary schools in Split-Dalmatia County. The results showed that 94% of schools have at least one monocular light microscope, which is of primary importance for the teaching of biology. Out of the total number of schools, 97 schools are equipped with microscopes, while 6 schools have no microscopes. The most common types of microscopes used in teaching are monocular light microscopes (80%), followed by binocular optical microscopes (16%), digital microscopes (3%), and stereomicroscopes (1%). A total of 43% of teachers perform microscopy using the demonstration method, and 37% of teachers use practical work. Animal tissue and crosscut plant structure are the most frequent specimens used for microscopic examination in demonstration lessons, and plant cell preparations, protists, and sex cells are the most frequently used in practical lessons. In the course of the school year, 61% of teachers use the microscope occasionally in teaching biology, and 39% do so often. In terms of levels of satisfaction, using microscopy in teaching received an average rating of 3.73. Fifty-three percent of teachers gave the main reason for the infrequent use of microscopes in teaching as the lack of a sufficient number of microscopes for quality teaching; 30% cited the overly demanding biology curriculum; 11% space problems; and 6% the lack of microscopes, teacher's lack of confidence in working with microscopes, and lack of preparation. The reason given by the teachers for the low level of engagement with microscopy is their concern that there is no guarantee that the amount of time and effort required to use microscopes in class will be justified.

Teacher Attitudes to Professional Development of Proficiency in the Classroom Application of Digital Technologies

<p class="apa">The paper deals with research focused on the opinions and attitudes of biology teachers on the application of digital technologies in the process of learning and teaching. The respondents were teachers, who participated in the national project called “Modernization of the Educational Process in Elementary and Secondary Schools” realized in Slovakia between 2008–2013.</p><p class="apa">We briefly describe the course and the contents of individual modules, which were focused on the development and acquisition of specific skills in the field of effective use of modern educational technology. The key role in the methodical preparation of teachers was played by the 3rd module, which aimed to present the teachers with the examples of meaningful and methodically well prepared application of digital technologies in the teaching process, especially in connection with current digital educational contents and the curriculum of biology subject.</p><p class="apa">The second part of the study includes analysis of satisfaction among the course participants with the content, level of expertise and difficulty level of the course, as well as the analysis of their opinions and attitudes on usability of created and available model methods in the real school practice. In conclusion, we present suggestions which could, facilitate improving the quality of biology teaching in schools, in order to reflect the real needs of society.</p>