Biology Students Research Articles

Formation of Research Skills of Future Biology Teachers through Practical Classes in Biotechnology

This article discusses the work on improving the research skills of biology students in higher education through laboratory classes. In the Botanical Garden of Khoja Akhmet Yasawi International Kazakh-Turkish University for 3rd year biology students, developed a theoretical justification for determining the ecobiological characteristics of apple varieties using the selection method and found application in the educational process. As a result of the conducted research, it was recognized as the optimal method of vegetative propagation of apple varieties in laboratory conditions. In this direction, the students selected (allocated to toptoar) for research work were offered theoretical knowledge, after which a survey was conducted in order to refine it. If the assimilation of knowledge was 65%, then in the repeated survey at the end of the work it is clear that each of the two groups participating in the research work increased the varieties they selected by 20% and amounted to 85%. Each of the two groups involved in the research carried out their chosen practical tasks and conducted an analysis. The results of the study showed that the students found that vaccination has a positive effect on a good harvest of seedlings, and developed research skills. In the process of forming a research skill, in most cases, research in the process of practical work with activity research had a great influence. Research work in the course of laboratory work, the sequence of application to 3 practical works was considered, and information was also provided on the positive impact of laboratory work on the quality of teaching the discipline biotechnology. In accordance with the requirements of modern globalization, the possibility of preliminary preparation of students' practical abilities for a specific laboratory using STEM technology was considered.

Development of Canva-Based Electronic Student Worksheet (E-LKPD) to Improve Student Biology Learning Outcomes

This study aims to make and develop electronic worksheet students (E-LKPD) that can be used by teachers in implementing learning in using IT-based learning media. This type of research is research and research and development (R&D) with a 4D development model (Define, Design, Development, and Dissemination). The sample in this study was biology teachers and students of SMA Negeri 1 Kaliorang. The results of the validation of media, material, and language experts respectively are 84.41% (very feasible), 82.35% (very feasible), and 69.41% (feasible). The results of the Biology Teacher Repson related to product practicality obtained a percentage of 92.50% (very practical), while the results of the trial to see the response of students obtained a percentage of 82.50% (very practical). The results of the effectiveness test using the paired sample t-test test showed that there was an effect of the use of canva-based e-LKPD in improving the learning outcomes of high school students in East Kutai on biotechnology material

Relationship between secondary school science teachers’ teaching experience and students’ performance in Minna, Niger state

The study was conducted to determine the relationship between Secondary School Science Teachers’ Teaching Experience and Students’ Performance in Minna, Niger State, Nigeria. Secondary school Science teachers and students used for this study are Biology, Chemistry, Physics and Mathematics teachers and students. The study was guided by one research question and a corresponding hypothesis. Correlational research design was used for the study. A total of one hundred and twenty three (123) Science teachers and three hundred and eighty five (385) Science students made up the sample size of the study. Instrument used for data collection from Science teachers is a Likert type questionnaire designed by the researchers and titled “Questionnaire on Science Teachers’ Teaching Experience (QUSTTE)” The instrument was validated by experts and its reliability coefficient was also determined to be 0.72 using Cranach Alpha statistical tool. Data collected from Science teachers was correlated with SSIII Science students’ Mock examination result conducted by Niger State Ministry of Education (NSMOE) during 2022/2023 academic session to establish a relationship. Findings of the study revealed a positive relationship between Science teachers’ teaching experience and students’ performance. Based on this finding, it was recommended that Science teachers’ teaching experience should be one of the major criterions to be considered by the government during recruitment of Science teachers. In addition, Government should intermittently expose Science teachers to training and retraining programs through seminars, conferences and workshops so as to improve their mastery of their respective subject areas as well as their teaching experience.

COMPARATIVE ANALYSIS OF SECONDARY SCHOOL STUDENTS' PERFORMANCE IN BIOLOGY AND CHEMISTRY IN ONDO AND EKITI STATES, BEFORE COVID-19

Education is a fundamental process that facilitates human learning, skill development, and knowledge transfer. It plays a pivotal role in fostering economic growth, improving quality of life, and shaping societies. This study focuses on the performance of secondary school students in Biology and Chemistry in the Nigerian states of Ondo and Ekiti from 2015 to 2018. The research examines the comparative performance of these subjects and explores factors that might contribute to variations. Using an ex-post facto research design, the study analyzed data from the West African Senior School Certificate Examination (WASSCE) to determine academic outcomes. The results indicate significant differences in performance between the two subjects and the two states. Students in Ondo state performed better in Biology, while those in Ekiti state excelled in Chemistry. Factors that caused the differences in their performances included access to learning tools, student attitudes, students’ resource availability, students’ interpersonal relationship, students’ regularity to class, parental education, and the learning environment, were discussed. The study suggested that laboratory facilities be improved, teacher should be trained, and class sizes be optimized to enhance student achievement.

Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State

The study investigated the effect of inquiry-based instructional approach (IBIA) on secondary school students’ test anxiety in biology. The study is a quasi-experimental research, adopting specifically the non-randomized control group design. 4,755 (2,067 males and 2,688 females) Senior Secondary year two (SS2) students offering biology in the 62 government owned secondary schools, in Awka Education Zone of Anambra State, Nigeria constituted the population. 52 (20 males and 32 females) SS2 biology students drawn from, two intact classes, in the two sampled schools, using multi-stage sampling procedure constituted the sample size. The instrument for data collection was an adapted Biology Test Anxiety Scale (BTAS), validated by three experts with reliability coefficient of 0.78 established using Cronbach Alpha. In analyzing the collected data, mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The findings revealed that students taught biology with IBIA significantly showed low test anxiety in biology than those taught with the conventional lecture method, irrespective of gender. Based on the findings, the study concluded that IBIA is a gender friendly, activity-based approach that boosts students’ confidence, and promotes meaningful learning in biology. In light of this, it was recommended among others that IBIA should be adopted by biology teachers in secondary schools to actively engage students in the learning process which will in return help boost their confidence during tests and thus, reduce their anxiety.

Place-based climate change: lowering students' psychological distance through a classroom activity.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

Development of E-Modules Based on Problem-Based Learning to Improve Problem-Solving Skills and Student Self-Efficacy

The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.

Development and Evaluation of Integrated Diabetes Curricula for Teaching Gene by Environment Concepts to High School Health and Biology Students

Development and Evaluation of Integrated Diabetes Curricula for Teaching Gene by Environment Concepts to High School Health and Biology Students

Exploring in the classroom the relationship between alcohol intake and behavioral disorders through an animal model.

Alcohol consumption has profound effects on behavior, such as impaired judgment, addiction or even death. It is estimated that alcohol contributes to around three million deaths worldwide, 13.5% of them in young people with ages between 20 and 39 years. Consequently, it is necessary to raise awareness among college and high school students of the risk related to alcohol drinking. The small nematode Caenorhabditis elegans is an animal widely used as a model organism to study nearly all aspects of Biochemistry. It is a powerful tool to test the potential bioactivity and molecular mechanisms of natural compounds and drugs in vivo. Therefore, it is an interesting topic to include in an undergraduate course of Biotechnology, Biochemistry or Biology students among other scientific vocations. C. elegans is also used as a neurobiological model to evaluate substances' neurotoxicity and behavioral effects. The proposed experiment introduces students to the handling of this preclinical model and to the evaluation of behavioral alterations induced by chemicals in scientific research. The effects of different doses of ethanol on C. elegans behavior are studied using a versatile chemotaxis assay. This laboratory experiment is suitable for an undergraduate course. The practical session can be used in the global strategies of information and awareness of educational centres to mitigate the impact of alcohol abuse among students, both in formal courses or in Science fairs or exhibitions.

Technology of forming research competence of future biologists: by the example of studying the genus Agrimonia L.

Relevance. One of the modern requirements of the development paradigm of modern education is to support the research work of students and their interest in science. The study of biological features of medicinal plants forms them as professionals, developing research competence. Purpose. The research aims to foster students' cognitive, personal, and professional skills while cultivating their research competencies through the exploration of medicinal plants. Methodology. The experimental study, conducted at Kazakh National Women's Pedagogical University, involved 99 third-year students specializing in Biology (0511300-Biology). Among them, 54 students comprised the experimental group, while 45 students formed the control group. Results. In this article the program of the elective discipline �Biological features of medicinal species of Agrimonia L.� is compiled, an educational and methodological manual is published and training models of innovative methods are developed. During the experiment, a questionnaire was administered to assess students' biological knowledge across content, motivation, and activity components. The pedagogical experiment's outcomes were consolidated, accompanied by methodical recommendations. Conclusions. The developed program and manual �Biological Features of Medicinal Species of Agrimonia L.� enhance biological education for biology students, fostering independent learning. It bolsters expertise among biologists, particularly in researching medicinal plants, fostering awareness of their ecological significance and promoting conservation efforts. Experimental validation confirms the effectiveness of this educational approach for biology specialists. Keywords: Agrimonia L.; curriculum; methodology; research; competence; study of medicinal plants

Individual variation in undergraduate student metacognitive monitoring and error detection during biology model evaluation

IntroductionModels are a primary mode of science communication and preparing university students to evaluate models will allow students to better construct models and predict phenomena. Model evaluation relies on students’ subject-specific knowledge, perception of model characteristics, and confidence in their knowledge structures.MethodsFifty first-year college biology students evaluated models of concepts from varying biology subject areas with and without intentionally introduced errors. Students responded with ‘error’ or ‘no error’ and ‘confident’ or ‘not confident’ in their response.ResultsOverall, students accurately evaluated 65% of models and were confident in 67% of their responses. Students were more likely to respond accurately when models were drawn or schematic (as opposed to a box-and-arrow format), when models had no intentional errors, and when they expressed confidence. Subject area did not affect the accuracy of responses.DiscussionVariation in response patterns to specific models reflects variation in model evaluation abilities and suggests ways that pedagogy can support student metacognitive monitoring during model-based reasoning. Error detection is a necessary step towards modeling competence that will facilitate student evaluation of scientific models and support their transition from novice to expert scientists.

The Visual Science Communication Toolkit: Responding to the Need for Visual Science Communication Training in Undergraduate Life Sciences Education

Visual representations are essential to scientific research and teaching, playing a role in conceptual understanding, knowledge generation, and the communication of discovery and change. Undergraduate students are expected to interpret, use, and create visual representations so they can make their thinking explicit when engaging in discourse with the scientific community. Despite the importance of visualization in the biosciences, students often learn visualization skills in an ad hoc fashion without a clear framework. We used a mixed-methods sequential explanatory study design to explore and assess the pedagogical needs of undergraduate biology students (n = 53), instructors (n = 13), and teaching assistants (n = 8) in visual science communication education. Key themes were identified using inductive grounded theory methods. We found that extrinsic motivations, namely time, financial resources, and grading practices, contribute to a lack of guidance, support, and structure as well as ambiguous expectations and standards perceived by students and instructors. Biology and science visualization instructors cite visual communication assessments as a way of developing and evaluating students’ higher-order thinking skills in addition to their communication competencies. An output of this research, the development of a learning module, the Visual Science Communication Toolkit, is discussed along with design considerations for developing resources for visual science communication education.

Perceived Impact of Personality Traits on the Academic Performance of Students in Biology

The study examined the perceived impact of personality traits on the academic performance of biology students in Makurdi, a local government area of Benue State, Nigeria. Three research questions were raised and two hypotheses were also formulated and tested. The research design adopted for this study was a descriptive survey design. The study sample comprises 384 students who were randomly selected from the total population of 9,748 students of the 20 government secondary schools in Makurdi Local Government Area of Benue State, Nigeria. The instruments used for data collection in this study were the Five-Factor Inventory Questionnaire (FFIQ) for personality traits and “The Biology Performance Test (BPT)” for academic performance. The data were analyzed using mean and standard deviation to answer the research questions, while ANOVA statistics and t-tests were used to test the hypotheses at a .05 significance level. The findings revealed that there was no significant mean difference in the five personality traits of students and the personality traits of Biology students had no significant relationship with their performance in the subject. Also, there was no significant difference in the mean performance of students in each of the five personality traits based on gender. The findings further revealed no significant difference in students’ personality traits according to gender and no significant difference in the performance of students who were offered biology according to gender. This study recommends that Special attention be paid to improving the performance of students in Biology in Makurdi to strike an association between the traits. Also, male and female students should be given equal opportunities in biology since there is no gender difference in their personality traits and academic performance.

Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes

Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes

Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses.

The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.

مستوى تمكن المهارات العملية في مادة فسلجة حيوان العملي لدى طلبة قسم علوم الحياة

This study aims to identify Analogical Reasoning skills and their relationship to the level of mastery of practical skills in the practical animal physiology course among biology department students, Moreover, fourth-stage students’ practical skills can be measured by measuring the skill using an observation card. The students were classified to determine their mastery levels based on the final scores of the observation card. The current study is limited to the students of the University of Al-Qadisiyah, College of Education, department of Biology for the academic year 2021-2022. The descriptive correlational approach was adopted. The study sample consisted of (100) students, selected randomly, from the Department of biology at Al-Qadisiyah University The second tool was a scale of the practical skills of biology students through an observation card, which contained seven basic skills divided into a group of sub-skills. The skill score was extracted for each student and their mastery levels determined after classifying them into (three levels). The two study tools were applied in the second semester of the academic year 2021-2022. Data statistical analysis and processing were performed using Microsoft Excel and the Statistical Package for Social Sciences (SPSS) software package, t-test equation of one sample, Pearson's correlation equation, regression analysis equation, and two-way ANOVA. Keywords :- Level of Mastery , Practical Skills , Practical Animal Physiology

ISPOLZOVANIE INFORMATSIONNYKH RESURSOV PRI ORGANIZATSII SOMATOYATELNOY RABOTY STUDENTSOV PO BIOLOGII

The article provides information on the use of information resources when organizing independent work of biology students.

The influence of COVID-19 science views, risk perceptions, and group membership on socioscientific decisions

ABSTRACT The COVID-19 pandemic revealed how much the science education community has yet to understand about myriad variables that impact accurately informed socioscientific issue decision-making. Toward that end, this study investigated 415 university biology students’ COVID-19 behaviours and opinions regarding how COVID-19 mandates might be associated with their views about COVID-19 science and scientists, risk perceptions, race/ethnicity, gender, and political orientation. Science-supported actions and mandate support were more highly exhibited by Asian and Black non-Hispanic and Hispanic students compared to White non-Hispanic students. Science supported actions and mandate support were also significantly associated with increased COVID-19 risk perceptions and knowledge and confidence about COVID-19 science. Higher levels of political conservatism was significantly associated with lower levels of COVID-19 mitigating actions and mandate support. Political orientation appeared to mediate the relationship between views about COVID-19 science, COVID-19 actions, and mandate support. These and other findings demonstrate that cognitive and sociocultural factors associated with socioscientific decision-making are complex and vary across contexts. An implication of this study is that efforts to promote a pragmatic science literacy for accurately informed SSI decision-making will require multivariate and synergistic approaches.

A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students.

Students struggle to regulate their learning during independent study sessions. In this study, we ask whether an online behavioral intervention helped introductory students decrease distraction while studying. The intervention consisted of exam 1 reflection, exam 2 planning, and exam 2 reflection exercises. During planning, students formed a goal, mentally contrasted (MC) a positive outcome of their goal to their present reality, identified an obstacle, and formed an implementation intention (II) to overcome that obstacle. During reflection, students self-reported their distraction while studying. Distraction was the most frequently reported study obstacle, and decreasing distraction was the second most frequently reported study goal. While students who aimed to decrease distraction as a goal did not follow through, students who planned for distraction obstacles did follow through on decreasing distraction levels. Only about half of students generated an II that aligned with their study goal, which may provide one reason for the opposing follow-through of distraction framed as a goal versus as an obstacle. Lastly, we examined the specificity of students' II's and found no relationship with follow-through. Overall, MC with II holds promise as a self-regulatory technique to help introductory biology students change their behaviors while studying.

PENINGKATAN HIGHER ORDER THINKING SKILLS (HOTS) MAHASISWA DENGAN MENGGUNAKAN MODEL SELF DIRECTED LEARNING (SDL) PADA MATA KULIAH PENGEMBANGAN PROFESI GURU

Background: This research aims to improve students Higher Order Thinking Skills by using the SelfDirected Learning Models (SDL).Methods: This research uses an exploratory research model. Qualitative data was obtained throughinterviews and questionnaires. Quantitative data was obtained through pretest and posttest data. Theresearch subjects were Biology students at FKIP Pattimura University which offered teacherprofessional development courses. The research instrument used was a test. Quantitative dataanalysis uses descriptive statistics and test scores, while qualitative data analysis uses data collectionprocedures, data reduction, data presentation, and building a conclusion.Results: The results of calculating the implementation of the Self Directed Learning models (SDL) toimprove students higher order thinking skills in teacher professional development courses show anaverage value of 97.36 with a significant value of 0.000 which is smaller than 0.05 (0.000<0.05) sothat the hypothesis can be accepted.Conclusion: The application of the Self Directed Learning models (SDL) is very effective in improvingthe higher order thinking skills of prospective biology teacher students.