Biology Teachers Research Articles

The Relationship Between Peer Groups and the Learning Independence of Biology Education Students

Purpose of the study: This research aims to determine the relationship between peer groups and the learning independence of biology education students. Methodology: This type of research is quantitative with a correlation method. The population of this study was Biology Education Students, totaling 263 people with a sample size of 132 people. Sampling was carried out using Simple Random Sampling. The data collection techniques used are the learning independence scale and the peer group scale. The data analysis technique is descriptive statistical analysis and inferential statistical analysis with product moment correlation techniques. Main Findings: The research results based on descriptive statistical analysis show that independence in learning is in the low category with an average value of 88.56 and the peer group is in the medium category with an average value of 87. Meanwhile, the results of inferential statistical analysis show that rcount is greater than rtable or 0.27 ≥ 0.24, H0 is rejected and H1 is accepted, meaning that there is a relationship between the peer group and the learning independence of students. Where is the sig value. 2-tailed is 0.00 ≤ 0.05. Novelty/Originality of this study: This research contributes to explaining the social aspects of independent learning that are often overlooked in previous literature. While much research has explored internal factors that influence learning independence, the emphasis on the role of peer groups as external agents influencing students' motivation, mindset, and learning styles, is an innovative focus point. This enriches our insight into how social interaction with fellow students can have a significant influence on the level of learning independence of Biology Education students.

Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms

ABSTRACT The purpose of this study was to explore the impact of inquiry-based teaching on students’ scientific creativity. Using a quasi-experimental design in a Chinese secondary school, the study compared intervention students (N = 102) and control students (N = 245), employing pre- and post-assessments with the ‘Comprehensive Scientific Creativity’ instrument. The intervention involved a biology teacher taking five inquiry-based teaching lessons over a period of two months in each of three 10th-grade classes. Compared to the control group, the intervention group showed statistically significant enhancements in their creativity, specifically in their divergent thinking and convergent thinking, but no difference in their attainment scores or motivation in scientific creativity. The results from the control group suggested that the educational activities they routinely experience may hinder the development of students’ divergent and convergent thinking. Observations of the lessons and interviews with the teacher and students highlighted the challenges of implementing more inquiry-based teaching in upper secondary science lessons in China. These findings provide science educators with inquiry-based teaching strategies for fostering scientific creativity among upper secondary school students, and underscore the need for future research to address implementation challenges associated with inquiry-based teaching.

Project-Based Learning Model to Improve Students' Creativity in Biology Learning Media Courses Biology Education Study Program, Cenderawasih University

The purpose of this study is to improve students' learning creativity through the application of the Project Based Learning (PjBL) learning model. This type of research is Classroom Action Research with four stages, namely planning, implementation, observation, and reflection. The research instrument uses observation sheets and learning outcome tests. Observations are carried out during learning, and learning outcome tests are given at the end of each cycle. Based on the results of the study, it was obtained in cycle 1 that the creativity indicator for fluent thinking was 37% in the less category; cycle II 60% in the good category, and cycle III 73% in the good category; then the flexible thinking indicator in cycle I was 36% in the less category, cycle II 65% in the good category, and cycle III 78% in the good category; original thinking indicator cycle I is 20% in the less category, cycle II 61% is in the good category and cycle III 75% in the good category; elaboration thinking indicator cycle I is 15% in the very less category, cycle II 57% in the sufficient category and cycle III 67% in the good category. Learning outcome data in cycle I is only 37% of students who completed, cycle II 60% of students who completed, and cycle III 78% of students who completed.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated that instructors who used three-dimensional items on their exams were more likely to use Bloom's Taxonomy when designing their exams and were more likely to write these items using a constructed-response format. We also found that professional development opportunities did not necessarily change the likelihood an instructor would employ three-dimensional items. We previously identified that few items in our sample fully aligned to scientific practices, making scientific practices the limiting dimension for three-dimensional alignment. Our subsequent analysis here revealed that most biology instructors had exam items that were at least partially aligned to scientific practices. Based on our results, we highlight the significant time and resources that instructors likely need to write and grade constructed-response assessments, suggest that instructors build on items that are mostly aligned to scientific practices to increase their three-dimensional alignment, and propose ways that professional development programs and communities might further support instructors in meeting national calls.

Teachers' perception of their students' dietary habits in Addis Ababa, Ethiopia: a qualitative study.

Poor dietary choices and consumption of unhealthy foods are major determinants of malnutrition among adolescents in Ethiopia. The school food environment is a valuable setting for exploring adolescents' eating habits. Teachers have an important role in understanding factors that impact students' dietary choices. The aim of this study is to explore secondary school teachers' perceptions towards adolescents' dietary habits in Ethiopia. The study employed a qualitative research design. Four focus group discussions, involving a total of 13 teachers, were conducted at governmental and private schools in Addis Ababa, Ethiopia. Additionally, observations of the food environment in these four schools. The transcripts from the focus group discussions and photographs from observations were analyzed using thematic analysis. Triangulation of data sources and persistent observation of the data were employed to enhance the study's trustworthiness. The study was approved by the Norwegian Center for Research Data and the Addis Ababa Health Bureau, and all participants provided informed consent. Teachers perceived adolescents' dietary habits as unhealthy, characterized by the consumption of unsafe foods, limited variety, and reliance on processed foods. Factors negatively influencing adolescents' dietary habits include a lack of awareness about a healthy diet among both students and parents. Low familial income levels were also identified as a barrier to eating a healthy diet. The unavailability of healthy foods and the advertising of unhealthy and processed foods as well as peer influence were hindrances to a healthy diet both at school and home. This study provides additional evidence of the nutrition transition which is linked to the double burden of malnutrition among adolescents in low-income countries. Factors affecting adolescent diets at school are multileveled. Incorporating nutrition education into the school curriculum will likely improve dietary awareness mitigating peer influence. Regulating the school food environment and enforcing advertisement laws targeting adolescents can promote healthier school food environments. Providing short term nutrition trainings for biology or science teachers and strengthen their role in delivering nutrition education to children and their families, along with implementing measures to address food insecurity and restricting availability of unhealthy food at school need to be regarded as priorities.

Development of learning objectives to support undergraduate virology curriculum guidelines.

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course (D. B. Kushner et al., J Virol 96:e01305-22, 2022, https://doi.org/10.1128/jvi.01305-22). These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education (25:e00126-24, 2024, https://doi.org/10.1128/jmbe.00126-24) about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

ARTIFICIAL INTELLIGENCE IN BIOLOGY EDUCATION

Artificial intelligence (AI) in biology education can be defined as the deployment of AI in sections of study that help learners and researchers in their areas of concentration, specifically biological sciences. It gives a significant meaning toward the improvement of biology education since AI contributes toward the improvement of research methods and the expansion of knowledge on the associated biological concepts. Continued advances in artificial intelligence as a powerful tool in biological research will prove a major boon to the further development of biology education. Traditional basic biological sciences and such interdisciplinary fields as computational biology will step up their cooperation and come up with new theoretical predictions. They develop new theoretical frameworks; all these exciting changes that are rocking the biological world today are destined to reshape the face of the education in biology in the twenty-first century.

Fostering cognitive flexibility of students through design thinking in biology education

Fostering cognitive flexibility of students through design thinking in biology education

Interdisciplinary Integration Theory and Practice Paths in Middle School Biology Education

Middle school biology education occupies a vital position within the current educational system. However, the traditional single-subject teaching model fails to fully engage students' interest and limits their overall development of comprehensive qualities. With the continuous evolution of modern educational concepts, interdisciplinary integrated teaching models have gradually emerged as effective strategies to address these challenges. This paper explores the theoretical foundations of interdisciplinary integration and the practical paths within middle school biology education, analyzing the intrinsic connections between biology and other subjects. It proposes specific practical strategies for interdisciplinary integration, including project-based learning, experimental teaching, and technology-assisted instruction. This research aims to provide innovative ideas for middle school biology teaching, enhance students' cognitive abilities and innovative thinking, and promote the overall improvement of biology teaching quality.

Development of A Biotechnology Encyclopedia Based on Scientific Literacy to Improve Students' Scientific Literacy Abilities Unimed Biology Education Program

The research aimed to assess the Biotechnology Encyclopedia's suitability as a learning resource for Biotechnology students, involving material, design, and learning experts. Developed using the ADDIE model, the study included sixth-semester students from the Biology Education Program at Medan State University. Sampling involved 56 students selected through simple random sampling. Data collection utilized questionnaires, tests, and interviews, analyzed quantitatively and qualitatively. Material and design experts rated the encyclopedia positively but suggested minor revisions, with 72% and 86% respectively in the "good" and "very good" categories. Similarly, learning experts and lecturer responses were in the "very good" category at 94% and 85% respectively. Student responses were overwhelmingly positive, with 87% in the "very good" category without revisions. T-test results showed a significant difference in scientific literacy abilities between the experimental and control classes (9.344 > 2.002), indicating the effective impact of the Biotechnology Encyclopedia based on scientific literacy.

Biblical Perspective and Educational Domains in Sex Education: Addressing Gaps in Indonesian Sex Education

In Indonesia, sex education is delivered in public high schools as part of the biology curriculum and under the topic of reproductive health. According to the government’s view, when schools teach students properly about reproductive health, they will have a good understanding of their sexuality. Therefore, there is no need to have any further sexual education outside of the school curriculum. However, about half of the teenagers living in major cities are involved in premarital sex, and the rate of teen abortion and HIV infections is high. This article examined the implementation of sexual education in public high schools in Indonesia using a combination of qualitative and quantitative research. The survey was done on a sample of 416 students from 30 provinces and 66 cities in Indonesia. The finding support a particular approach to sex education that incorporates cognitive, affective, and psychomotor learning aspects of educational taxonomy. We find that it is essential to develop a separate sex education module in addition to the current reproductive health topic taught in biology to encourage students to practice abstinence, rather than just teaching reproductive health.

Integrating mathematical modeling into synthetic biology education: a comprehensive approach through webinars and syllabus development

Mathematical modeling is a fundamental aspect of synthetic biology, enabling precise design and analysis of biological systems. To enhance students' understanding of this critical topic, we developed a series of webinars aimed at teaching mathematical modeling to iGEM teams. These webinars were initially created to maintain student engagement during a period of restricted lab access but quickly demonstrated their value as an effective educational tool. The success of these webinars highlighted the suitability of mathematical modeling as a topic well-suited to both onsite and online learning environments. Recognizing this, we expanded the content into a comprehensive syllabus for undergraduate courses in synthetic biology at the Universitat Politècnica de Valencia in Spain and Universidad de las Fuerzas Armadas—ESPE in Ecuador. The course now serves as a core component of synthetic biology education, offering students a robust framework for understanding and applying mathematical models. It includes a series of lectures, practical exercises, and case studies, all designed to deepen students' knowledge and skills in this essential area. To support educators and students, we have also developed a deck of slides and example scripts that provide practical examples and reinforce the concepts taught in the course. This manuscript presents the development, implementation, and impact of these educational initiatives, demonstrating how mathematical modeling can be effectively integrated into synthetic biology curricula to prepare students for real-world challenges in the field.

Negative and Extrapositive Attitudes Towards Cold-Blooded Tetrapods Among Students of the Secondary Education Course: Ethical and Normative Aspects

The present study represents an empirical research, the purpose of which was to investigate the attitudes towards the species of the Suborder Snakes (Serpentes) and of the Order Turtles (Testudines) among adolescents. We aimed to determining the risks regarding the conservation of herpetophauna. Questionnaires were constructed, adequate to the learning objectives of the subject "Biology and health education" in the respective classes. Students from the seventh, ninth and eleventh grades in two of the schools in the city of Shumen (NE Bulgaria) were surveyed. The total number of respondents was 426, of which 198 were for attitudes towards snakes and 228 were for attitudes towards turtles. The results of the present study showed the problems in the field of protecting of the biological diversity of snakes and turtles in Bulgaria. The attitude toward snakes was clarly negative and that to tortoises was extra positive. A very low level of environmental culture was detected. The vast majority of the recipients insisted on in depth revision of the education plans in Biology. Unfortunately, the analysis of the textbooks content used for the education of the recipients, indicated on insufficient and improper selection of information concerning the reptiles. Since once established, attitudes are difficult to change, the main target group of education efforts must be concentrated on the secondary course students.

Influence of School Working Conditions of Teachers’ Turnover on Learning Achievement in Biology in Public Secondary Schools in Garissa County, Kenya

The modern propensity toward multi-disciplinary research and the alignment of scientific knowledge from different fields has led to significant overlap of the field of Biological sciences with other scientific disciplines. Modern principles of other fields such as Chemistry, Medicine, and Physics are integrated with those of Biology in areas such as Biochemistry, Biomedicine, and Biophysics, making Biology a valuable subject to humankind. However, the government’s inability to retain qualified and experienced teachers in some schools due to high turnover impacts negatively on the students’ learning achievement in this subject. This paper looks into the influence of school working conditions of teachers’ turnover on learning achievement in Biology in public secondary schools in Garissa County. The study was conducted using pragmatic worldview and adopted a convergent mixed-methods design. With a target population of 2786 respondents from 40 public secondary schools, a sample size of 387 respondents was obtained. Using stratified random sampling, 27 schools were selected from which 336 students and 51 teachers of Biology were randomly and purposively drawn respectively. Data collection was done using Biology teacher questionnaire and document analysis guide. The quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed thematically. The study findings showed that school working conditions (r=0.73, p<0.05) had a positive significant correlation with students’ learning achievement in Biology. Qualitative data findings revealed that majority of the teachers intended to transfer from rural to urban schools on the basis of unsuitable working conditions and insecurity. The study concluded that school working conditions of teachers’ turnover influenced low learning achievement in Biology in the study area. The study therefore, recommended strategies that should lower teacher turnover and increase learning achievement in Biology as follows; school principals should provide good leadership and adequate instructional resources for effective teaching of Biology while the government should post security officers to every learning institution in Garissa County to safeguard the non-local teachers’ safety and security

A look at the treatment of the contents of Agroecology as a component of agricultural education in Biology 1

<p>Currently, the study of Agroecology as a component of agricultural education in the subject of Biology 1 and the treatment of its contents at the basic secondary educational level is of great importance. Agricultural education is of vital importance to achieve sustainable development, adopting environmental, economic and social policies based on agroecological principles related to food production and local development from the Cuban educational system. In this sense, it is necessary for teachers to promote and encourage students towards the use of agroecological practices to contribute to the education of current and future generations in love and respect for rurality and for the school to become an extensionist of the agrarian culture. The objective of this article is: to systematize the theoretical foundations of Agroecology as a component of agricultural education and the treatment of its contents, promoting agroecological practices on the basis of food sovereignty and security. To achieve this objective, theoretical (analytical-synthetic; inductive-deductive) and empirical (observation; documentary analysis and interview) methods were used. The importance of this work lies in seventh grade students being able to develop agroecological practices in school, family and community with a view to finding possible solutions to the problems associated with production processes to support family food security.<strong></strong></p>

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.

Teachers’ Job Satisfaction and Turnover: Re-Examining Learning Achievement in Biology in Public Secondary Schools, Garissa County, Kenya

Teachers spend lengthy periods of their lifetime in school work environments and their satisfaction in the job has crucially far-reaching implications. Besides making them feel good about themselves, job satisfaction draws on teachers’ well-being as satisfied teachers are less susceptible to leaving their positions. The aim of this paper was to evaluate teachers’ job satisfaction as a teachers’ turnover factor in influencing learning achievement in Biology in public secondary schools in Garissa County. Guided by Becker’s Human Capital Theory of Occupational Choice, the study was driven by a philosophical paradigm borrowed from the Pragmatic Worldview and adopted a convergent mixed-methods research design. The study targeted 2786 respondents comprising 2691 form three students and 95 Biology teachers from 40 public secondary schools from which 27 schools were picked through stratified random sampling. The sample size constituted 336 form three students and 51 Biology teachers obtained through simple random and purposive sampling respectively. Questionnaire and document analysis guide were used in data collection. Both descriptive and inferential statistics using Pearson Product Moment Correlation and Linear Regression were done. The study established that job satisfaction (r=0.67, p<0.05) had a positive significant correlation with learning achievement in Biology. The study therefore concluded that, teachers’ job satisfaction influenced learning achievement in Biology in public secondary schools in Garissa County. The study recommended strategies that should lower teacher turnover and increase learning achievement in Biology thus; re-visit salary schemes for teachers to ensure they re-visit salary schemes for teachers in public secondary schools to ensure teachers are well paid besides are well paid, teacher promotions should be streamlined and staff development opportunities enhanced.

Prospects and Challenges that Teachers and Learners Face when using Field Study in Teaching and Learning Biology Subject at Ordinary Level of Secondary Education: A Case Study of Public Secondary Schools in Morogoro Municipality

Learning that occurs in a field setting is widely recognized as a very effective approach to connect science content to the real world. It is also a powerful experience that promotes the development of learners’ scientific skills, enhances active learning and promotes enthusiasm to biology subject among students. However, teaching biology through field study encounters several challenges that impedes effective implementation in public secondary schools. Thus, this study seeks to investigate the Prospects and Challenges that Teachers and Learners Face when using field study in teaching and learning biology at ordinary level of secondary education and to establish remedial measures to address these challenges. The study uses purposive sampling to select 56 respondents from 107 population including 10 heads of public secondary schools and 46 biology teachers. The study also adopted a concurrent transformative mixed approach. Data were collected by using interview guide and questionnaire. The reliability of the instruments was tested by computing Cronbach’s coefficient alpha (α) during pilot study where inter-item correlation was proved to be r = 0.872. The qualitative data was confirmed to be credible, transferable, confirmable and dependable through trustworthiness. The quantitative data analysis was done through Statistical Package for Social Science (SPSS) version 25 computer, while qualitative data were analyzed thematically. The study identifies institutional barriers to field study such as inadequate resources, overcrowded classes and fear of risk. Teachers face barriers such as traditional teaching styles, shortage of biology teachers, inadequate training, lack of experience, and fear of student risks. To address these challenges, the study recommends that the collaboration between school administrators, and field site management ad teacher’s training may foster a positive school culture, resource mobilization, employing more teachers, formulating supportive policies and utilizing school surroundings for study.

Integrating climate change education in higher education: insights from lecturers and students across disciplines in the Mekong Delta

This article examines the integration of climate change education (CCE) within the curricula of agriculture, biology education, and environmental studies majors at a university in the Mekong Delta, Vietnam. The study employs a qualitative approach, utilizing semi-structured interviews and focus groups with lecturers and students to explore their perceptions and experiences. The findings reveal diverse pedagogical strategies, such as hands-on experiences and interdisciplinary projects, but highlight significant challenges including rigid curricula, resource constraints, and limited interdisciplinary collaboration. Students expressed a need for more mandatory and practically oriented CCE, emphasizing the relevance to their local environment. The discussion contextualizes these findings within international perspectives, comparing them to global trends and highlighting the necessity for curriculum transformation to address the identified challenges. The article concludes by advocating for a more integrated and flexible curriculum that leverages digital platforms and community engagement to better prepare students for the multifaceted challenges of climate change.