Zoology Students Research Articles

FORMATION OF RESEARCH COMPETENCIES OF FUTURE BIOLOGY TEACHERS THROUGH FIELD TRAINING PRACTICE

Today, much attention is paid to school education and improving the education system as a whole. One of the key competencies is research competencies that are formed in the process of undergoing field training and laboratory work, preparing scientific publications and reports for seminars, conferences and symposia. Also, research competencies are an indicator of the competitiveness of future biology teachers and a guarantee that the teacher will be able to engage not only in teaching the subject but also engage in design and research work with students, pedagogical research and make scientific publications to improve their level of qualifications. The purpose of this work is to study the formation of research competencies of future biology teachers through educational and field practice of second-year students in invertebrate zoology during the summer. The scientific significance of this work is the study of methods and forms used during summer field training by students majoring in biology and evaluation of the effectiveness of these methods. The work is valuable for methodologists at higher educational institutions, students, undergraduates and doctoral students studying methods of teaching biology, the formation of research competencies and education in general. The results of this work were used in the preparation of work curricula for field training for biology students and the selection of forms and methods for conducting field training.

A Statistical Analysis of College Students Academic Performance: A Case Study of Amrit Campus

Every Universities/Colleges want their more students are able to pass their exams. That is why they are looking for effective policies and programs. This study helps them to make new policies for the betterment of the students and change inefficient old policies if any in their Universities/Colleges. This investigation’s purpose is to evaluate the consequences of gender, level, group and system on students’ academic performance by taking students in Amrit Campus. After analyzing through chi-square and logistic regression, it is found that except gender other three variables have significant impact on performance. The performance of biological group students is better than physical group students. Likewise, bachelor level students have performed well as compared to master level. Additionally, semester students pass at a higher rate than those enrolled in the yearly system. Among various combinations of bachelor level, EBC (Environment, Botany, and Chemistry) and among Master level Zoology students are more serious about their exam.

EFFECTIVENESS OF CONCEPT MAPPING STRATEGY ON STUDENTS’ ACHIEVEMENT IN ZOOLOGY AT THE HIGHER SECONDARY LEVEL

This study examined the effect of concept mapping teaching strategy on student’s achievement in zoology at XI standard students. It also examined the differential effect in achievement among zoology students. The study used two groups pretest-posttest equivalent-groups design, 50 students for adopting for the present research. Zoology Achievement Test (ZAT) developed by the researcher and validated by experts was used for the present study. Students taught using concept mapping strategy achieved higher scores and significantly better than those taught using conventional (lecture) method. The study recommended among other things that since concept mapping is found to be an effective strategy and enhanced achievement among zoology students, teachers of this subject should accept it as one of the strategies they can use in zoology classroom.

Presenting a Seminar: Factors Influencing Student's Performance in Higher Education Institutes

Modern day Universities/ Degree Colleges/ Higher Education Institutes have made SC as mandatory curriculum for those pursuing UG/ PG degrees. SCR necessitates presentation for course credit. Seminar is evaluated by jury of experts. Clinical formulations of CDC Zoology (PG) students were studied in context with factors influencing student's performance in SCR presentation. Parameters like behavior, presentation, communication skills and viva-voce were monitored. Clinical psychology of 193 CDC students were studied over a period of 10 years in batches. The excellent performance in presentation of 50% students of 2014 batch was due to guide's involvement. SCR of 2 students of 2018 is referred as benchmark documents in CDC. Overall 44% shew good communication skills and 25% students shew excellent communication skills during seminar presentation. Study found semi forward correlation between poor performance in presentation and viva-voce. Overall 19 students gave poor presentation and 11 students performed poorly in question-answer session. Guides were suggested to arrange mock SCR presentation to counter EP disorder. Test period witnessed 8 students suffering from exams phobic disorder. Few students complained about forgetfulness after the presentation. Performance of all the students of 2020 batch who presented online webinar was VG on Fruition scale. Demography analysis was not done due to insignificant strength of male students. Male to Female ratio of CDC in Zoology (PG) is below 1:10. Present study found that performance of HEI student in presentation of SCR is directly proportional to guidance, presentation, communication skill, viva-voce, hard work and confidence, interest and grasping, and time management. Whereas the same has inversely proportional functional relationship with EP, forgetfulness, temporary hearing, attention loss disorders and family woes. A new concept of HEI - Community Engagement is introduced with an objective to make the research understandable to the remotest individual entity of community. Instead of focusing on complex available techniques of analyzing students performance in presentation of seminar, a simplified basic clinical formulation for CDC students involving psychological factors is studied without the help of statistical tools

Examining the English Lingual Needs of Zoology Students at Undergraduate Level in Sindh: A Case of University of Jamshoro

Examining the English Lingual Needs of Zoology Students at Undergraduate Level in Sindh: A Case of University of Jamshoro

Self‐guided field trips take invertebrate zoology students away from their screens and into the environment for hands‐on learning

AbstractThere is a great importance for undergraduate biology students to study organisms in their natural context. Safety concerns surrounding the global COVID‐19 pandemic prevented Marine Invertebrate Zoology students at the University of Tampa from participating in traditional faculty‐led field trips during the Fall of 2020. Instead, students were assigned to conduct a diversity‐focused field trip on their own and report their findings. Here we describe considerations and methods for creating a safe and valuable self‐guided field trip assignment for upper‐level invertebrate zoology students. These methods are adaptable for a variety of different habitat types and can be conducted with little to no special equipment or training. Students were successful in completing this assignment and found it highly enriching.

A Large-Class Undergraduate Microbiology Laboratory Activity on Microbial Diversity and Antimicrobial Resistance.

The investigation of microbial diversity and adaptation is essential to comprehend biological processes. Yet, teaching basic microbiology techniques to large groups of students in limited time is challenging, as most approaches are time-consuming or require special equipment. In this activity, students performed three laboratory exercises in three hours involving the analysis of inoculated agar plates they prepared by swabbing samples from an environment of their choice, the examination of antimicrobial effects on growth, and the assessment of microbial enzymatic activity in soil. The activity was field tested in two classes (70 and 76 students, respectively) of first-year undergraduate biology and zoology students at the Bangor University (UK) using pre- and post-tests (n = 84). Based on the answers, learning gain scores (G) were calculated for each learning objective (LO). For all LOs, the mean post-test scores were higher than the mean pre-test scores. The activity significantly improved students’ understanding of microbial diversity (G = 0.36, p = 0.010) and microbial detection and quantification (G = 0.18 to 0.773, p ≤ 0.004). The lack of significant differences in scores for questions targeting microbial growth (G = 0.31, p = 0.292) and antimicrobial resistance (G = 0.38, p = 0.052) suggested some existing knowledge amongst undergraduates. However, the extent of knowledge showed great variation. The results may suggest that the activity is suitable to introduce microbiology-related laboratory work to students with limited laboratory skills and knowledge. Furthermore, the pre- and post-test approach used here is suitable for both course evaluation and monitoring attainment and can be used for program validation and quality control.

Genetic Frequentices of Blood Group from Gene Pool of Third Year and Fourth Year Zoology Students, Dagon University Year 2016

Genetic Frequentices of Blood Group from Gene Pool of Third Year and Fourth Year Zoology Students, Dagon University Year 2016

IMPLEMENTASI PEMBELAJARAN “INQUIRY SMALL RESEARCH” UNTUK MENINGKATKAN SIKAP ILMIAH DAN PRESTASI BELAJAR MAHASISWA PENDIDIKAN BIOLOGI

This research aims to implement Inquiry Small Research to improve the scientific attitude and achievement of students in vertebrate zoology This research was conducted in second semester with 38 students. This classroom action research is conducted in 2 cycles, each cycle through planning, action, observation and reflection. Data collection using observation sheet to know the scientific attitude and cognitive test to measure student achievement. The results showed that implementation of Inquiry Small Research for scientific attitude of students with good and excellent category experienced an increase from pre-cycle and cycle I by 54%, and from cycle I and II increased by 6%. Thus, overall from the pre-cycle stage to cycle II, students' scientific attitudes increased by 60%. The increase of student achievement by 27%, from pre cycle and cycle I, from cycle I and cycle II experienced 39% improvement. Thus, overall from pre-cycle stage to cycle II, student achievement has increased by 66%. The conclusion of this research is through implementation of Inquiry Small Research can improve scientific attitude and student achievement.

Richard Peter Vari 1949–2016

Richard Peter Vari 1949–2016

Rosemary Lowe‐McConnell 1921–2014 (Freshwater Biological Association and British Museum of Natural History)

Rosemary Lowe‐McConnell 1921–2014 (Freshwater Biological Association and British Museum of Natural History)

Obituary Philippe Lebrun (1938-2015). The last lesson

Water insects were crawling or swimming at the ’zoete waters’, a pond near Leuven, where a young teacher organized practical exercises for the students in zoology. It was my first direct contact with Philippe Lebrun, the beginning of a long story ...

W. S. Cooper As I Knew Him: Teacher, Mentor and Friend

W. S. Cooper As I Knew Him: Teacher, Mentor and Friend

In Memoriam

In Memoriam

Education of undergraduate Animal Science and Zoology students in professional practice - Can we ensure ethical compliance and educational outcomes?

This case study describes the conflicts between the needs of a university animal ethics committee to meet legislative requirements and the pedagogical outcomes for third year undergraduate project students working with animals in an Australian context. The projects undertaken by this cohort are conducted in collaboration with a wide variety of external clients, using a diverse array of vertebrate species and involve many levels of ‘invasiveness’ or risk. Conflicts are discussed from the perspective of the various parties involved including the committee, academic staff in the role of supervisors, students and external clients. Ways forward are suggested to improve the process but it is clear that education of the committee, academic staff, students and clients is required and that it is essential to ensure open-channels for dialogue and discussion are utilised effectively.

The natural history review(1854–1865)

The natural history review was a quarterly founded in 1854 by Edward Perceval Wright, then an undergraduate student of zoology at Trinity College Dublin. Its first editorial committee (1856–1860) held traditional views of natural history. By 1860 The natural history review had failed, ostensibly for lack of subscribers, and Wright put it in the hands of Thomas Henry Huxley who, together with Joseph Hooker, John Tyndall and others, was then looking for a vehicle to disseminate the agenda of what Huxley later called “scientific naturalism”. Against advice from his friends, Darwin, Lyell and Hooker, Huxley accepted the editorship, preserving the title but giving The natural history review a new direction by replacing the former editorial team with some of his like-minded colleagues. Extant correspondence between several of these comprises dozens of letters in which The natural history review (1861–1865) was discussed. By the end of 1862 Huxley had given up on it, but the periodical survived until July 1865 with Hooker at the head. Throughout this second series, Charles Darwin exercised an unofficial, effective, and to today's eyes, ethically questionable editorial role. The natural history review ceased publication under Hooker in 1865. Competition from other publications, the lack of a clear purpose and the prevalence of ideology over business sense in the editor-in-chief were the likely reasons for its repeated failures.

An integrated approach to biology

Zoology, being a basic bioscience, is essential for a better understanding of applied biological disciplines. A sound background in zoology can often be the key to success in modern day cutting-edge biological research. Students of zoology have many more interesting questions to ask now than ever before. Precisely when did humans take to clothing? How is losing body hair actually correlated to body louse speciation? What is so unique about a schistosome that enables it to parasitize two very different host species, to have a free living stage and show a broad range of host specificity in one life cycle? Genomics has already helped us to get the molecular expression profiles of many organisms. But to understand how all the information obtained at the molecular level fits into the scheme of things, we need a sound foundation in zoology. It is all the more fun studying zoology now with so many interesting questions to ask and ideas to explore.

Resolution of Respect: Professor Paul Schultz Martin 1928–2010

Resolution of Respect: Professor Paul Schultz Martin 1928–2010

John Clare's Words and Their Survival in America

Previous articleNext article No AccessWordsworth-Coleridge Association 2009John Clare's Words and Their Survival in AmericaEric H. RobinsonEric H. Robinson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Wordsworth Circle Volume 41, Number 2Spring 2010 Article DOIhttps://doi.org/10.1086/TWC24043603 Views: 1Total views on this site © 2010 by The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

Animal Behavior

Many animals move great distances over the course of a year. This vast range of creatures and movements is highlighted in Ben Hoare's lovely book on animal migration. Hoare presents a fascinating diversity of land, water, and air migrants through text, photographs, maps, and diagrams.Animal Migration is organized into several sections. Initial pages address the basic definition of migration and reasons for migrations as animals search for food and mates. Questions of how animals navigate are presented (birds' use of star and sun compasses, sharks' use of magnetism, and whales' use of sound, to name a few), together with data and study techniques. The question of how animals time their migrations is addressed, as well as how animals prepare to survive their journeys (some whales double their body weight before embarking on their long fast of breeding and migration, and birds and butterflies reduce their reproductive organs to nonfunctional remnants in preparation for their flight). The origins of migration are discussed, with the very interesting suggestion that many migrants started with much shorter journeys that have grown as continents have moved and climate has changed. Several pages examine the sobering threats to migrations: the ““growing dangers”” of monoculture agriculture, artificial obstacles and broken landscapes, and, most significantly, the global danger of the effects of climate change. Most of the book is devoted to presenting the migrants themselves.Over fifty migrants are presented. Each two-page spread includes a small ““Migration Profile”” box (including the scientific name, a description of the migration route, the journey length, and suggested places and times to watch the migration), a map of the migration, and pictures of the animal, its movement, and its habitat. Well-written descriptions discuss in more detail related aspects of the migrations, including physiological adaptations and challenges. Many of the great well-known migrants are presented: Artic terns, wildebeests, whales, and albatrosses. The descriptions of the less-well-known migrations, and particularly the invertebrates, are part of what makes this book so fascinating: Christmas Island red crabs, monarch butterflies, and dragonflies, among others. Vivid presentations showcase the migrants and their gatherings; the book as a whole is a visual treat. The descriptions of the Australian giant cuttlefish gathering by the thousands to breed off the southern coast of Australia (5 feet in length and up to 30 pounds, flashing ““iridescent reddish-purple, yellow and greenish-blue””) made me want to drop everything and buy a ticket to Spencer Gulf for next September.Writing style, layout, photographs, and other visual presentations are excellent throughout. The only criticism of this book is probably a minor error of editing, although an alarming one, during the discussion of animals using a sun compass as a navigation tool, which confidently states that ““the sun is an ideal visual reference: every day it rises in the west and sets in the east?.”” No other errors were noted, and readers should not be deterred. A strong point particularly recommending this book is its emphasis not only on individual migrants, but on the place of each organism as a part of an ecological system. Overall, this is an excellent and beautiful book that would be a fine addition to any school or personal library, to be enjoyed by any student of science, zoology, or ecology.