Training Of Biology Teachers Research Articles

Ensuring a competent approach in biology teacher training as a pedagogical problem

The article deals with the current educational issue: the competency-based approach in training of future Biology teachers. The study is caused by many factors, but in the hierarchy we highlight the change in the state educational paradigm, because this is the basis on which the requirements of state educational standards have changed. We also note that the development of a teacher's pedagogical skills requires a holistic, systematic approach to professional competence. We emphasize the attention to students’ motivation to take an active professional part in self-improvement.At the current stage of training among future Biology teachers, the educational functions of the teacher must change, in particular, the teachers must be moderators in the process of acquiring knowledge.The purpose of the study is to analyze the condition of competency-based approach implementation in professional training of future Biology teachers.We realized the purpose of our article by performing the following tasks: we analyzed literary sources that made it possible to clarify the essence of the main concepts, in particular, competence, professional competence, competence approach; conducted a questionnaire, which was used to determine the readiness of applicants for self-improvement; the analysis of standards, programs, methodological support of the educational process made it possible to determine effective ways of using the competence approach in the professional training of the future teacher.Appropriate for our research were methods such as ascertainment experiment, questionnaire survey, analysis of relevant documentation.In the course of the research, the legislative framework for solving this problem was considered. A significant number of scientists identified the features of the competence-based approach in training students majoring in education. The study confirmed that the Biology teacher's competence has an integrated structure, the components of which are general and special competences.The competence-based approach gives practical and transformative directions for the educational activities of the future Biology teachers. In particular, it becomes the subject of thorough mastering.

Effectiveness of Using Mental Maps Using the Mindomo Mobile Application in the Training of Biology Teachers

In this article, the authors investigated the effectiveness of using mental maps using the Mindomo mobile application. As an evaluation criterion, we used the average percentage of correct answers to the test on the studied topic immediately after the end of the module and again after 3 months. The results indicate the effectiveness of such a tool as mental maps in learning, including in the long term; however, for long-term storage of information, the manual method of drawing turns out to be more effective than using a mobile application.

Changes in the conception of science in the initial training of biology teachers

Changes in the conception of science in the initial training of biology teachers

НАУЧНО-МЕТОДИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ЭКОЛОГО-ИССЛЕДОВАТЕЛЬСКИХ КОМПЕТЕНЦИЙ В ПОДГОТОВКЕ УЧИТЕЛЕЙ БИОЛОГИИ

The article addresses the issue of developing environmental research competence in the training of biology teachers at pedagogical universities. The new socio-cultural and ecological situation has significantly changed the role of the educator and the content of their activities in overcoming the ecological crisis, pushing the boundaries beyond professional subject competencies, increasing their responsibility for the results of environmental education of the younger generation, and necessitating the formation of new professional competencies in the field of education. The goals and objectives of the study are to form environmental research competencies in the training of biology teachers by identifying significant shortcomings of the traditional system of ecological-pedagogical education, comparing results, and solving the problem of developing the competencies under study through innovative practices of professional training of future specialists. The authors used cluster analysis in forming the environmental research competencies of students. The problem of forming competencies can be solved both through innovative practices of professional training of future specialists and through scientific support of various pedagogical concepts, theories, approaches. The analysis of the study results allowed identifying significant shortcomings of the traditional ecological-pedagogical education system in solving the problems of development and formation of environmental research competencies during university education. The experimental verification of the competence formation concept confirmed its main provisions and allowed determining the main conditions for its successful implementation.

METHODOLOGY FOR THE FORMATION OF THE EDUCATIONAL BASE OF STEM IN THE PREPARATION OF FUTURE BIOLOGY TEACHERS

The contemporary educational landscape necessitates the integration of science, Technology, Engineering, and Mathematics (STEM) into the preparation of future biology teachers. This study presents a comprehensive methodology for establishing a robust educational base in STEM, tailored to the specific needs of biology teacher training. Recognizing the interdisciplinary nature of STEM and its growing significance in biology education, this research employs a mixed-methods approach to explore effective strategies for embedding STEM principles within the biology teacher curriculum. The methodology encompasses both quantitative and qualitative analyses, utilizing surveys and interviews with teacher educators and STEM experts. The research highlights a significant gap in current teacher education programs regarding STEM integration, underscoring the need for innovative teaching methods such as project-based learning and collaborative educational models. These approaches aim to enhance the proficiency of future biology teachers in both STEM concepts and their application in educational settings. The findings suggest that a holistic and integrated approach to STEM education is imperative for developing future teachers who are not only well-versed in biological sciences but also skilled in the pedagogical application of STEM principles. The study emphasizes the importance of continuous professional development and institutional support for teacher educators to facilitate this integration. The proposed methodology offers a strategic framework for effectively incorporating STEM into biology teacher education, fostering a generation of educators equipped to navigate and teach in an increasingly interdisciplinary academic environment.

USE OF EDUCATIONAL TRAINING IN THE PROFESSIONAL TRAINING OF FUTURE BIOLOGY TEACHERS IN THE STUDY OF HUMAN AND ANIMAL ANATOMY AND PHYSIOLOGY

The prospective and effective area of training is the use of training in the educational process for students of natural sciences. The relevance of introducing training technologies into the educational process for the study of human and animal anatomy and physiology by future biology teachers is emphasized. The latest domestic and foreign scientific researches and publications on the use of training technologies in the educational process are analyzed. The features of the use of training in the training of future specialists in a higher educational institution are characterized. It is shown that the training technology is a collective form of organization of training, helps to carry out training taking into account individual characteristics, promotes self-realization of the future professional and the choice of an adequate pace of learning. The expediency of using the training in the training of biology teachers in the development of certain aspects of the disciplines of human anatomy and physiology, namely: reproductive health, methods of contraception, rational nutrition, hardening, healthy lifestyle, is determined. A plan of training sessions for the cycle is proposed: «Show Awareness and Prudence», their topics and goals are defined. The questionnaire survey of higher education students of the Faculty of Natural Sciences and Geography of Pavlo Tychyna Uman State Pedagogical University, which took place before and after the training sessions on the following topics, was analyzed: «Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS)», «Sexually Transmitted Infections (STIs)». The effectiveness of the training in the educational activities of future biology teachers was evaluated. We consider it promising to introduce training technologies for the training of a biologist during higher education at the university.

Environmental and sociocultural issues: the movie "Brave New Land” (Brava Gente Brasileira) and dialogues with students in the Institutional Scholarship Program for Teaching Initiation (PIBID – Biology)

This work was carried out based on an analysis of the assessment made by students in the Institutional Scholarship Program for Teaching Initiation in Biological Sciences (PIBID) at the Universidade Federal de Lavras - MG (UFLA), where they presented their insights about the movie “Brave New Land” (Brava Gente Brasileira). The objective was to seek elements that demonstrate how the film dialogues with sociocultural and environmental issues, promoting addition to the training of biology teachers. With this goal, we used qualitative research that fits the content analysis, categorizing these students' common statements. We found 5 categories exposed in a frame, where we noticed how sociocultural issues stand out, however, the film brings relevant considerations about the Pantanal environment and the relationship between the traditional peoples with this place. Thus, it is possible to conclude that cinematographic art manages to dialogue and build a critical view of the relationships of the most diverse cultures with the collective and the environment.

The Nature of Biology in Life Sciences Undergraduate Courses

The research deals with the relationship between the initial training of biology teachers and the Nature of Biology, aiming to analyze the Pedagogical Projects of two Undergraduate Courses in Biological Sciences of a university in northeastern Brazil in search of the Nature of Biology. The methodology adopted was qualitative with exploratory purpose based on documentary research, in which the menus of the disciplines of the chosen courses were analyzed, the data collected were processed through discursive textual analysis. The results obtained pointed to the presence of the Nature of Biology in the courses of degree in Biological Sciences in the specific disciplines of Biology and pedagogical.

Lesson Study: Approach in the Development of Lesson Exemplar in Biology for Senior High School

This research incorporated the principles of lesson study in the development of lesson exemplars in general biology 1 for senior high school. Teachers’ need assessment was administered to determine the biology teachers’ level of awareness on lesson study and learning gaps identified through the administration of a validated and reliability tested 30-item needs assessment survey questionnaire for lesson study group teachers and 60-item multiple choice - Test Questionnaire on Students Learning Gaps in Biology (TQSLG),respectively. Results showed that teachers’ overall needs in the lesson study was described as “aware” additionally, one of the three dimensions on the teachers’ role in lesson study was described as “partly aware” indicating that there are ambiguity in the understanding of teachers in the lesson study. Consequently, Grade 12 Senior High School learners exhibit “beginning” level of knowledge on topics of Cell structure and Function, Cell Types and Cell transport which in general was considered as learning gaps. The gaps identified directed the training of biology teachers on the lesson study and its execution to the development of biology lesson exemplars. The participants of the lesson study implementation include the following: six biology teachers and 88 Grade 12 STEM learners of a public high school in the province of Iloilo. Six lesson exemplars collaboratively developed by the lesson study group teachers which addressed the identified learning gaps was implemented using Lesson study. This includes Count me in! Cell parts and Function, Plant and Animal Cells: Side by Side, Tracing the phases of Mitosis, A walk along Meiosis alley, Free FLOW: Passive Transport, and No Energy, No Entry!. Moreover, teachers’ reflection showed that lesson study are interesting, beneficial and student centered however the process was considered to be tedious and time consuming. Lesson study was found out to be beneficial both for the learners and the teachers. Collaboration, revision and re-teaching are important parts of the lesson study. Moreover, members of the lesson study must have a common schedule, a Learning resource center, support from administration and mandate to incorporate Lesson study in the curriculum are essential in order to facilitate the implementation of the Lesson Study.

Features of implementing regional components into the content of education in the biology teachers training in HEIs

The professional standard of the teacher guides the modern teacher to organize the teaching process in the subject under the state educational standards of the Republic of Kazakhstan and the main general educational program, and most importantly, considering the place of the studied science in the world culture and the organization of the process of studying the subject. Domestic pedagogy in the humanistic teaching of biology teachers is based on modern requirements. Recently, the importance of regional information in the training of qualified specialists has been considered from different angles. The relevance of improving the methodological training of biology teachers is inextricably linked to the importance of biology in the modern world. General biology is a science that plays an important role in the formation of new normative principles in modern culture. Biological science occupies an intermediate place between the natural and social sciences, initiating the orientation of other natural sciences towards humanism, combining them with the natural sciences and pedagogical disciplines. Timely improvement of the methodological training of future biology teachers is associated not only with the need for practice but also with scientific achievements in solving the problem of teacher training in natural education. The structural and meaningful model of using regional components in the training of future teachers in teaching biological disciplines includes skills based on personality-activity methods and their content, practical-activity components, levels of their formation and criteria for their formation. The article deals with the peculiarities of studying the regional component in higher education institutions.

CHANGES IN THE MICROSTRUCTURE AND MICROHARDNESS OF 65G STEEL AFTER THERMAL HARDENING AND SURFACING WITH A LOW-CARBON ELECTRODE

The article is devoted to the urgent problem of improving the methodological training of biology teachers, who are direct mentors of participants, as well as winners and prize-winners of the All-Russian Olympiad of Schoolchildren in Biology. To date, the results of the participants of this intellectual competition are not only an important indicator of the professionalism and pedagogical skills of the teacher-mentor working with them, but also an indicator of the effectiveness of the educational organization on the basis of which the training was organized. The article describes the experience of organizing and conducting advanced training courses for teachers who are mentors of participants of the All-Russian Biology Olympiad in the context of implementing additional professional programs, including using e-learning and distance learning technologies.

Conceptions of nature from the poem “A Folha” by Drummond

This work aimed to analyze the poem “A Folha”, by Carlos Drummond de Andrade, seeking to identify the ideas of nature that can be enunciated in a Biology teacher training environment. For this, we resorted to Discourse Analysis, using the Bakhtin Circle as a theoretical-methodological framework. From the analysis, it was possible to see that the poem raises dialogues that permeate different ideas of a historically constructed nature, based on the ideas of Plato, Kant, Hegel and Marx and Engels. Furthermore, the analysis of the poem reminds us of the importance of such discussions for teacher education.

Teaching native biodiversity: an exploratory study with Brazilian teachers

ABSTRACT The purpose of this exploratory study was to investigate Brazilian school teacher attitudes and approaches to biodiversity education. We aim to specifically compare the amount of native biodiversity topics as measured by teachers’ reports of their teaching emphasis. The study involved 147 teachers from all geographic regions of the country, who answered a questionnaire containing both open- and Likert scale items to compare biodiversity-related contents. Findings reveal that the concepts with the greatest emphasis from teachers are those related to environmental conservation, while the least emphasised concepts are those about Brazilian biodiversity. This seems to lead to a paradox, since conservation-effective actions depend on the place-consciousness of biodiversity. Analysis of responses revealed the following common factors that negatively affect the teaching of native biodiversity: lack of knowledge about local biota; the absence of adequate teaching materials; curriculum geared towards preparing students for national tests; excess of curricular content; and valuation of a macro/general view of biodiversity concepts rather than a native/local view. The implications of our results are important for the training of biology teachers, to improve initial and continued teacher education programmes about native biodiversity.

Teach What You Eat: Student Biology Teachers' Intention to Teach Sustainable Nutrition

ObjectiveTo explain student biology teachers’ intention to teach sustainable nutrition (SN) in classes using an extended model of the theory of planned behavior. DesignGermany-wide online questionnaire study in November/December 2019. ParticipantsA total of 621 student biology teachers (mean age, 23.3 years; SD, 3.9 years; 77% female). Dependent VariableIntention to teach SN. Independent VariablesTheory of planned behavior variables (attitudes toward teaching, subjective norms, self-efficacy), intention to eat sustainably, attitudes toward SN, knowledge about SN, prior university education for sustainable development experiences. AnalysesDescriptive statistics, bivariate Spearman correlations, and a path model are reported. ResultsThe extended TPB model provided a moderate-to-high explanation of the intention to teach SN (R² = 0.50; P < 0.001). Respondents with a higher intention to eat sustainably in their daily lives reported more positive attitudes toward teaching, higher self-efficacy, and a higher teaching intention. Prior university education for sustainable development experiences also predicted the intention to teach. A higher level of knowledge about SN was only associated with higher self-efficacy. Conclusions and ImplicationsLectures and seminars on SN in biology teacher training may foster student (biology) teachers’ self-efficacy in teaching SN and ensure that they understand the importance of their subject-specific commitment, involvement, and attitudes in implementing SN in schools.

Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study

Systems thinking provides many advantages in solving complex scientific, economic and sociocultural problems in the field of education for sustainable development. Various studies have shown that systems thinking can be promoted in students at all levels of school education. Previous studies have mainly focused on how to directly develop and support systems thinking in students. The present study focused on biology teachers by investigating the extent that their content knowledge (CK) and pedagogical content knowledge (PCK) augments systems thinking in students attending biology classes. On the basis of the finding that content knowledge (CK) and pedagogical content knowledge (PCK) are an essential aspect of any type of training, we investigated in a teacher training program the effects of varying amounts of CK and PCK to the ability of biology teachers to foster systems thinking in students. Therefore, a quasi-experimental intervention study was implemented in a pre- and posttest control group design. The results revealed that biology teacher training can sufficiently improve systems thinking in biology students and that PCK plays an at least equally important role as CK in promoting systems thinking.

Train‐the‐trainers Biology Workshop as a Useful Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education

Introduction Science advocacy tool assessment is essential for ensuring improved and more beneficial science education, especially in resource-poor countries where science education is underfunded. This study assessed the impact of a train-the-trainer biology workshop (TTTBW) as a useful instrument for science advocacy and biology teacher training. Method Thirty-one biology teachers (30% male and 70% female) were competitively selected from 25 secondary schools in urban areas of Anambra State, Nigeria, based on a self-reported assessment of knowledge transfer ability. These teachers were trained to become future workshop trainers for other biology teachers within their schools. They participated in a two-day TTTBW, where they were taught pre-identified need-based topics in professional teacher development, including A) Effective communication skills for biology teaching; B) Teaching management skills; C) Dynamics of child education; D) New pedagogical skills in teaching Biology; E) Strategies for targeted Assessment in Biology and, F) Adaptation of Biology teaching for resource-poor countries. Pre and post-workshop impact assessment interviews were also carried out through an online form and self-administered questionnaire, respectively. Pre and post-test were also done on the topics taught, and the data were analyzed. Results There was a significant increase in the post-test scores of the teachers in topics taught (A-C) when compared to the pre-test scores (p= 0.00, 0.00, and 0.004, respectively). After the workshop, the interest in teaching biology increased in most of the participants (91%) compared to 23% before the workshop. Conclusion TTTBW can improve biology teaching interest and knowledge based on critical professional teaching competencies among biology teachers. Significance and Implication TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale-up potentials for maximal impact, especially in resource-poor countries.

A discussão da subjetividade na produção teórica sobre Educação Ambiental e formação de professores de Biologia

Este trabalho apresenta resultados de uma dissertação que analisa a presença de discussões relativas à subjetividade na produção teórica sobre Educação Ambiental (EA) e formação de professores de Biologia, publicada pela Scientific Eletronic Library Online (SciELO) entre 2008 e 2018. A partir da adoção de três conjuntos de termos de busca, foram identificados 27 artigos, cuja análise revelou a presença da discussão sobre a subjetividade na proposta de associação da natureza à cultura; na adoção dos termos percepção, concepção, identidade, sentido e significado na elaboração de problemas de pesquisa; e na utilização de metodologias participativas e colaborativas. O material analisado permite identificar as discussões sobre subjetividade na adoção de determinadas categorias teóricas e na utilização de metodologias participativas nas pesquisas realizadas com professores.

Train-the-Trainers Biology Workshop as an Effective Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education

Science advocacy is an important tool for ensuring improved and more beneficial science education, especially in resource-poor countries. This study assessed the impact of a train-the-trainer biology workshop (TTTBW) as a useful instrument for science advocacy and maximizing biology teacher training. Thirty-one biology teachers (30% male and 70% female) participated in the two-day TTTBW, competitively selected from 25 secondary schools in urban areas of Anambra State, Nigeria where they were taught several pre-identified need-based topics as part of professional development. Some of the topics taught include: A) Effective communication skills for biology teaching B) Teaching management skills C) Dynamics of child education D) New pedagogical skills in teaching Biology E) Strategies for targeted Assessment in Biology F) Adaptation of Biology teaching for resource-poor countries. Each of the topics lasted for at least an hour and a pre and post-test was done for topics A-C and analyzed. Pre-workshop assessment and post-workshop impact assessment interviews were also carried out through an online form and self-administered questionnaire respectively. There was a significant increase in the post-test scores of the teachers in topics examined (A-C) when compared to the pre-test scores (p= 0.00, 0.00, and 0.004 respectively). After the workshop, the interest to teach biology was increased in most of the participants (91%) compared to 23% before the workshop. TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale-up potentials for maximal impact.

Methodology for providing an integrated approach to the preparation of educational practice for prospective teachers of Geography and Biology

This paper discusses the methodology for providing an integrated approach to the preparation of educational practice Introduction to Geography and Biology. The practice is a part of Geography and Biology teacher training process at a pedagogical university. The organization of practice is based on the Federal State Educational Standard of Higher Education. Bachelor graduates must be able to carry out professional activities in the education system. During the study period students must develop general cultural, general professional and professional competencies. To ensure the quality of students training, the curriculum provides educational and work practices. The effectiveness of educational practice depends on the use of an integrated approach methodology, which involves a combination of propaedeutical theoretical tasks, practical tasks performed by students in ecosystems accessible for educational purposes and individual student work in various ecotopes. The implementation of practical tasks is aimed at acquainting students with the species composition of plants and animals, as well as forming students ideas about the real existence of sets of organisms with a certain structure and group adaptations to the environment. The substantial aspect of educational practice allows students to update their theoretical knowledge in the field of general ecology, botany and zoology.

Intercultural Competence and Skills in the Biology Teachers Training from the Research Procedure of Ethnobiology

We present and discuss the results of qualitative research based on a case study involving undergraduate students in biology from a public university in the State of Bahia, Brazil. The objective was to identify the influence of practical experiences involving ethnobiology applied to science teaching on intercultural dialogue into the initial training of biology teachers. After exposure to activities involving ethnobiology, it was requested to the undergraduate biology teaching students, the construction of narratives revealing the influences of the ethnobiology in their formation as future teachers. Thematic categories generated from data analysis lead us to conclude that the undergraduate students in biology teaching carried out reflections that allowed them to construct opinions with meanings that should influence their pedagogical practices with intercultural dialogue.