Biology Teachers Research Articles

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.

THE INFLUENCE OF MANAGERIAL TEAM E-PROJECTS ON STUDENTS’ INDEPENDENT ATTITUDES

This study aims to evaluate the impact of the E-Project Managerial Team on fostering independence among Biology Education students at Universitas Jambi Faculty of Teacher Training and Education. The research investigates how managerial technology influences students' ability to manage tasks autonomously in an academic setting. Using a mixed-methods approach with an exploratory sequential design, the study combines quantitative data from questionnaires with qualitative insights. A random sampling method was applied to select participants from 143 students. Data analysis was conducted using IBM SPSS 24, employing descriptive statistics, normality, linearity, and regression tests to interpret the relationships between variables. The normality test returned a significance value of 0.614, while the linearity test showed a value of 0.482, confirming the appropriate distribution and relationships of the data. Results from the regression analysis (F value of 36.487, p = 0.001) revealed a statistically significant positive influence of the E-Project Managerial Team on students' independence. Descriptive analysis also indicated that while some students held neutral views, a considerable portion acknowledged improvements in their self-management and autonomy due to the team's involvement. This research uniquely integrates managerial technology with biology education, highlighting how digital project management tools can enhance student independence. It contributes to the growing literature on educational technology by offering innovative methods for promoting autonomy, time management, and individual skill development among students. This work provides practical insights for educators seeking to implement technological solutions to support self-directed learning.

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.

Synthetic biology education and pedagogy: a review of evolving practices in a growing discipline

Synthetic biology is a growing field with an increasing number of successful applications. Yet, synthetic biology (SynBio) education initiatives are underreported and disconnected from each other. In this review we survey the literature on SynBio education and stratify this body of work into three categories: classroom activities, course designs, and program-level curricula-planning. For each category, we discuss the methods used to assess students’ experiences and achievement of learning objectives. Throughout, we identify trends and opportunities for further development in SynBio education. We determined that the design of low-cost education kits is a growing opportunity to support student learning at the level of classroom activities. In support of that work, we present a mapping of published education kits onto Bloom’s taxonomy, taking into account increasing accumulation of knowledge through continued experience. We further found that project-based learning is used widely and has proven effective in course designs. To facilitate such activities, we provide a high-level guide for the conversion of a didactic course into a project-based learning course. Further, we note that, currently, programs are delivered primarily at the graduate level, taking inspiration from traditional degree programs while incorporating interdisciplinary training. Finally, we find that design-based research may provide an effective framework for an iterative, mixed-method study design. To support such efforts, we provide a schematic overview of design-based research and its application to a learning progression for interdisciplinary skills. We conclude with a discussion of specific learning concepts that may be useful to SynBio educators and education researchers.

Using Secondary Materials for the Creation of Biological Teaching Models

The article discusses creating educational thematic models from second-hand items in collaboration with the students. Our research aimed to assess the main aspects of knowledge of sustainable development among students. To show them the possibility and impact of reusing things in the teaching process. A questionnaire was designed using the Google platform, with 400 volunteers participating in the study. To develop the biological teaching methods, we utilized second-hand materials. The majority (70.25±2.29%) of respondents were female, and 29.75±2.29% were male. χ2 - Chi-square equals to 65.5; The P-Value is < .00001. The result is significant at p < .05. One of the questionnaires was formulated as follows: "Have you ever used second-hand items?" 84.75%±1.80 of the total number of respondents use second-hand items, and the remaining 15.25%±1.79 do not. χ2 - Chi-square equals to 192; The P-Value is < .00001. 39,5±2,91% used second-hand materials as appliances, 39,5±2,91% used them as clothes, 1,5±0,73% used them as shoes, 5,75±1,39% used them as accessories, and 30±2,73% used them as teaching materials. Additionally, 1,25±0,66% of the respondents did not use second-hand items as utensils, while 8,25±1,64% indicated using them for other purposes. χ2 - Chi-square equals to 335.34; The P-Value is < .00001. When respondents were asked whether the second-hand items could be utilized as a learning resource, the majority 88,25%±1,92, believed it was possible, while 11,75%±1,92 expressed the view that second-hand items cannot serve as learning resources. χ2 - Chi-square equals to 231. For the next stage, students and pupils were given a proposal to collect unnecessary, second-hand items and bring them to Batumi Shota Rustaveli University. Using the mentioned items, students and pupils created biological thematic models. At least 25 biological models were created following the provided instructions and were exhibited at the Scientific Picnic.

The Role of Generative Learning Strategy in Bridging the Gap between High and Low Achievers in Genetics Studies in Sefwi-Wiawso Municipality, Ghana

The study sought to investigate the use of the Generative Learning Strategy (GLS) in bridging the performance gap between high- and low-achieving students in genetics in Ghana's Western North region's capital, Sefwi-Wiawso Municipality. The study adopted an embedded research design involving the quasi-experimental pretest/posttest groups with a sample size of 106 SHS 3 Biology students. Two intact classes were randomly selected, treated as one group and exposed to the same treatment conditions. The Genetic Concepts Test and a semi-structured interview guide collected the quantitative and qualitative data, respectively. The GCT's internal consistency was 0.784, indicating a preferable internal consistency. The quantitative data was analyzed using the SPSS version 26, by employing descriptive and inferential statistics. The study found no significant performance difference between high and low achievers after using the GLS. The approach improved the lower achievers’ performance. The interview results revealed that Senior High School Biology students perceived that the Generative Learning Strategy improved the understanding, motivation, retention and self-directed learning of genetic concepts, thereby enhancing their learning outcomes. The study recommended that SHS Biology teachers employ the Generative Learning Strategy in teaching genetic concepts to bridge the performance gap between high and low achievers.

DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0115/a.php" alt="Hit counter" /></p>

Developing Preservice Biology Teachers' Creative Thinking Skills Through Integrating E-Books into Problem-Based Learning

Developing Preservice Biology Teachers' Creative Thinking Skills Through Integrating E-Books into Problem-Based Learning. This research aims to find a low solution quality of teachers in North Maluku Province, Indonesia. One alternative proposed is integrating e-books into problem-based learning to see the impact on preservice biology teachers' creative thinking skills. Pre-experiment-bookstall research methodology and one group's pretest-posttest design are used. This research was carried out in 2024, and the research location was the Study Program for Biology Education, University of Khairun, Indonesia. The research subjects were preservice biology teachers. The selection of research subjects was based on the initial ability level (high, medium, low), so the number of research subjects was 6 (2 groups). The research results concluded that integrating e-books into a problem-based learning model was very effective in improving the creative thinking skills of preservice biology teachers. Further research also makes it possible to see the differences in the effect of providing learning activity links (e-books) before or after offline lectures are conducted.

Designing Student Worksheets Based on Local Wisdom Using a Detailed Learning Model Integrated Discovery Learning on Biodiversity Material

The research that has been carried out is intended to produce student worksheets, which in Indonesian are abbreviated as LKPD. for Biology Learning based on Kerinci local wisdom, which is integrated with the Discovery Learning model on biodiversity material. This research is development research using the 4D model. The subject of this research is the class used in class X SMAN 2 Kerinci which consists of small group trials (9 people) and product trials (33 people). The data collection instrument in this research was a questionnaire where, at the development stage, the student worksheets were validated by material experts and design experts and assessed through responses from biology subject teachers. The data analysis technique used in this research uses a Likert scale. The research results show that material expert validation, with a percentage of 88.33%, is in the very good category. Furthermore, the design validation results are with a percentage of 98.33% in the very good category. The research results also showed that biology teachers responded to the developed student worksheets with a percentage of 87.50% in the "very good" category. The results of the small group trial of students were 76.62% in the "good" category, while the results of the large group trial were 80.37% in the "very good" category. Based on the results of validation and field trials, the LKPD based on Kerinci local wisdom, which is integrated with the Discovery Learning learning model on biodiversity material, is good and suitable for application in biology learning, especially on biodiversity material.

Managing Misinformation

This paper catalogs previous articles in American Biology Teacher on various aspects of teaching about science misinformation and identifies which of the core concepts are addressed in each. A concise overview of relevant themes is provided, along with how the concepts align with the Next Generation Science Standards. This may serve as a practical guide for organizing and planning science media literacy education, to help students negotiate the growing flood of misinformation.

An integrated engineering worldview of synthetic biology education through the lens of webinar based pedagogy.

Synthetic biology is an interdisciplinary field that brings together engineering and biology concepts alongside the arts and social sciences to develop solutions to pressing problems in our world. The education of students entering this field has relied on a diverse set of pedagogical methods to accomplish this goal. One non-profit group, iGEM-the International Genetically Engineered Machine competition, has been a driver of students' awareness of synthetic biology for the last 20 years giving many young researchers their first experience in the field of synthetic biology. Dissemination of synthetic biology concepts by iGEM has occurred through several programs including a webinar series started during the 2020 COVID pandemic. The iGEM webinar series successfully engaged students by taking inspiration from synthetic biology programs in Europe, North America, and Asia that had themselves evolved alongside iGEM. The webinar designers modeled the content after their experiences in iGEM as well as their academic courses, pedagogy, and mentoring experiences. This series has produced globally accessible pedagogy for both technical synthetic biology knowledge and the communication skills necessary to build and communicate synthetic biology projects. The hope is that this series functions as a lasting blueprint that can be used by future educators in synthetic biology and other disciplines to reduce barriers that students face when attempting to enter cutting edge fields.

Interaction patterns in online/distance learning at higher education: A case study of biology education

This study investigates tutor-student interaction patterns in online learning environments, aiming to unveil effective strategies for optimising the online educational experience. Guided by a qualitative approach employing a case study design, this study delves into the interaction and written communication dynamics among 65 students and their tutors participating in four-course programs within the biology education study program. The observational and analytical phases focused on unravelling the nuances of online interactions. Subsequently, follow-up interviews were conducted to glean deeper insights and understanding into the observed patterns of communication and engagement between students and tutors. Through the qualitative analysis procedure, five distinct interaction patterns emerged from the analysis, ranging from tutor-initiated questions to collaborative exchanges among students and tutors. Each pattern offers unique insights into fostering engagement, feedback, and peer-to-peer learning dynamics. As online education continues to evolve, understanding and leveraging these identified tutor-student interaction patterns provide valuable insights for educators and instructional designers. Recognising the diverse ways in which interactions unfold is instrumental in enhancing the quality and effectiveness of online learning, fostering student engagement, and achieving the overarching goals of online education.

Plant Chromosome and Karyotype Analysis Training for High School/MA/Equivalent Teachers in Samarinda and its Surrounding Areas

Increasing biology teachers’ comprehension of the principles of geneticsis attainable through the implementation of specialized training sessions focused onchromosome and karyotype analysis. In this training, 21 high school biology teachersfrom Samarinda and Nears participated in a structured training program encompassingthree stages. In the initial phase, participants were provided with materials on thefundamental aspects of genetics. Subsequently, in the second phase, hands-ontraining was imparted, focusing on acquiring skills in plant chromosome preparationtechniques. Lastly, the third stage concentrated on refining skills to constructchromosome karyotyping. Completing all stages was required for participants,followed by submitting evaluation forms for assessment by the committee. Theevaluation outcomes revealed that 84.30% of participants regarded the presentationand assistance provided by principal lecturer and assistants as highly commendable.At the same time, the remaining respondents expressed satisfaction with the qualityand adequacy of the training. This comprehensive training effectively equippedparticipants with specialized chromosome and karyotype analysis skills, and theparticipants notably absorbed the training materials. The anticipated outcome ofenhanced teacher understanding, specifically in the knowledge of inheritance andchromosome biology, was to stimulate heightened levels of student engagement andlearning interest within the biology classroom.

Comparison of the Effectiveness of Microteaching and School Environmental Introduction (PLP 2) in Developing Teaching Skills for Biology Education Students

The research presented a comparison analysis of the effectiveness of microteaching and PLP 2 in developing teaching skills for biology education students. Microteaching, a commonly used method in higher education, involves simulated teaching sessions where students receive feedback from peers and instructors. On the other hand, PLP 2 offers practical teaching experience in a school environment, providing real challenges and interaction with students in the classroom. This research evaluates and compares how both methods contribute to improving teaching competencies. The main findings indicate that while microteaching focuses on pedagogical techniques and classroom management, PLP 2 emphasizes adaptability to various learning environments and student engagement strategies. The study concludes that integrating both approaches into teacher education programs can better prepare aspiring educators with the comprehensive skills to teach in diverse educational contexts

Application of the Search Solve Create Share Learning Model to Metacognitive Awareness and Learning Outcomes

This research aims to determine metacognitive awareness and learning outcomes through the search, solve, create and share (SSCS) learning model. This research was conducted on second-semester Biology Education Study Program students who took the Introduction to Education course. Metacognitive awareness data was collected using a modified questionnaire from the Metacognitive Awareness Inventory, then analysed qualitatively with four categories from not yet developed to very well developed. Learning outcome data is collected through tests and then analysed qualitatively, using five categories: very poor to very good. The metacognitive awareness results were dominated by students in the very well-developed category, as many as 48 people (96%), while the learning outcomes were dominated by students in the good category, as many as 24 people (48%). In conclusion, through the SSCS learning model, students can: (1). Manage their cognitive abilities and overcome their shortcomings very well; (2). Building independence, critical thinking, creativity, and self-confidence improves learning outcomes.

Muslim Indonesian prospective biology teachers’ acceptance and typology of the theory of evolution

BackgroundMuslim Indonesian prospective biology teachers have different views on evolution theory. Muslim prospective biology teachers suspect that differences in their understanding of the theory of evolution stem from their religious beliefs. This study aims to investigate Muslim Indonesian prospective biology teachers’ acceptance and typology of evolution theory.MethodsAn explanatory sequential design was combined with mixed techniques. Out of 185 potential biology teachers, 153 (16 males and 137 females) completed the questionnaire during the quantitative phase. We interviewed 5 males and 28 females in the qualitative phase to determine the typology of engagement, and all participants filled out an open-ended questionnaire to complete the previous data.ResultsThe findings demonstrated the validity and reliability of the tools employed, as well as the high degree of acceptance of evolution among Muslim Indonesian aspiring biology teachers. The results also showed that there is a predominant typology of engagement reconciliation among Muslim Indonesian prospective biology teachers, with few explorers and resistors.ConclusionsMuslim Indonesian prospective biology teachers do not differ in their conceptual understanding of theory evolution from their religious beliefs.

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.