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Dissertations / Theses on the topic 'Biology Education, Higher'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Leinweber, Chay. "A Retrospective Survey of College Biology Majors on the Effect of Educational Laboratory Practices and Outdoor Field Experiences on Degree Retention, Interest, and Motivation in Biology." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808769.

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<p> The goal of this study is to determine where interest in biology is created, reinforced, or diminished in education. The online, Qualtrics created survey was launched on October first, 2017 until October twenty-fifth, 2017 to students enrolled as freshmen in the biology program, undergraduate seniors in the biology program, and graduate students of the biology program. There were 197 participants in all, and they were asked to respond retrospectively to a variety of questions dealing with their background, interest, and motivation in biology. Results from the survey questions were grouped

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2

Carroll, William Thomas. "Factors related to the retention of biology knowledge in non-science college students." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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3

Reising, Matthew D. "Bridging Biology Lectures and Labs Through Higher-Order Thinking." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.

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4

Barnard, Jane. "Factors affecting the use of computer assisted learning by further education biology teachers." Thesis, n.p, 1999. http://ethos.bl.uk/.

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5

Selepeng, Ditshupo Bonyana. "An investigation of intellectual growth in undergraduate biology students using the Perry scheme." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/4405/.

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It has been the work of many science educators all over the world to try and design curricula that could help encourage intellectual growth in students. One influential work in this area was done by William Graves Perry, who managed to use students' own experiences to map out a scheme elaborating the different phases through which college students pass as they progress from year to year. This showed that students' thoughts develop from a state of basic dualism, where all is viewed as qualitative extremes without intermediates, to acknowledgement of multiplistic perspectives, through to recogni

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McCadden, Emily Rose. "Measuring Academic Performance and Learning Gains through Illustrative and Descriptive Notecards in an Undergraduate Human Biology Class for Nonmajors." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591384.

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<p> <b>Purpose:</b> The purpose of this study was to explore the effectiveness of notecards, a study aid, on students’ learning in three sections of a non-majors undergraduate Human Biology course. Moreover, the effectiveness of illustrations as study aids was compared with the effectiveness of descriptions as study aids. Presently, there is not much research on this particular topic, but notecards are a quite common method of studying. </p><p> <b>Hypothesis:</b> It was expected that the use of notecards would be more beneficial to student learning than no use at all. Furthermore, it

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Salehi, Faiz. "Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279128/.

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This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to instit

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HOTT, ADAM MATTHEW. "GENETICS CONTENT IN INTRODUCTORY BIOLOGY COURSES FOR NON-SCIENCE MAJORS: THEORY AND PRACTICE." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022251897.

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9

Holzmann, Gwetheldene Louise. "Lessons from the past: An historical analysis of science education (biology) curriculum reforms, 1950 to 1975." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618617.

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The purpose of this study was to determine what relationship existed between preservice science (biology) teacher education and the reforms in secondary school biology that occurred between 1950 and 1975. Research questions were generated which dealt with the collaboration of the various sectors of education as well as if the prospective teachers were being trained to teach the reform curricula through their college science and teacher education coursework.;Content analysis of textbooks was utilized to determine the content of textbooks on the secondary and higher education level. The secondar

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Chung-Schickler, Genevieve C. "The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/2360.

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The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 100

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Joubert, Lydia-Marie. "Enhancing the quality of first-year Biology teaching at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52824.

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Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biolog

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Knoth, Kenneth Charles. "Biological Course-Based Undergraduate Research Experiences| An Examination of an Introductory Level Implementation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616893.

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<p> Course-based undergraduate research experiences (CUREs) provide authentic research benefits to an entire laboratory course population. CURE experiences are proposed to enhance research skills, critical thinking, productivity, and retention in science. CURE curriculum developers face numerous obstacles, such as the logistics and time commitment involved in bringing a CURE to larger student populations. In addition, an ideal CURE topic requires affordable resources, lab techniques that can be quickly mastered, time for multiple iterations within one semester, and the opportunity to generate

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13

Hill, Joyce Diane. "Student success and perceptions of course satisfaction in face-to-face, hybrid, and online sections of introductory biology classes at three, open enrollment, two-year colleges in southern Missouri." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605532.

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<p> Introductory biology courses at two-year, open enrollment colleges in America are presented in a variety of different course delivery formats. Traditionally, most students have enrolled in seated or face-to-face (F2F) lectures and laboratories. There is increased demand for courses presented online or in a hybrid format, although some studies report higher attrition rates, and lower grades for these course delivery formats. The purpose of this study was to examine if there were academic differences among F2F, hybrid, or online introductory biology courses by analyzing precourse and postc

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Alzahrani, Ibraheem. "The impact of using wiki technology in learning biology among Al-Baha University students : perceptions, knowledge, e-learning skills and attitudes." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/363132/.

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The use of e-learning in teaching and learning is seen as an alternative to traditional learning and produces knowledge through a variety of academic activities in many Higher Education institutions. The importance of this research arises from the need to provide a blueprint for future strategic developments in e-learning in Saudi universities, and thus improve policy and practice for the betterment of student learning. The present study aims to determine the impact of wiki technology on learning in the subject of biology among Al-Baha University (ABU) students through their interactions with

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Anderson, Amie K. "Use of admissions data to predict student success in postsecondary freshman science." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609412.

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<p> The purpose of this study was to determine if significant relationships exist for any of the variables, age, gender, previous GPA, test scores (ACT, Compass), number of accumulated credits, and student success in Biology. This study strived to determine what academic/admissions data can be used to determine the likelihood of student success in Biology. A quantitative correlational study using stepwise multiple regression analysis was used for this study. The study was a retrospective study. Data was composed of a convenience archival sample from the institutional database. Multiple reg

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Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the a

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Harvey, Jennifer M. "An investigation into ways of encouraging the development of higher level cognitive skills in undergraduate biology students with reference to the Perry Scheme of Intellectual Development." Thesis, Edinburgh Napier University, 1994. http://researchrepository.napier.ac.uk/Output/4873.

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This project initially focused on a group poster presentation exercise which had the development of higher cognitive skills as its aims. A holistic approach was undertaken to the exercise which involved considering the relationship between all aspects of the instructional method with respect to the undergraduate biology students developing skills of analysis, synthesis, relating and applying knowledge, in addition, to their developing communication and group skills. The project involved modifying, monitoring and evaluating a number of different aspects of the exercise over a period of four yea

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Katung, Martha. "A study of student attitudes to teaching strategies aimed at encouraging autonomous learning in University level biology." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/5434/.

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This thesis examines the attitudes of students to teaching strategies that are aimed at encouraging autonomous learning in university level biology. Attitudes determine the learning which occurs within a student as he/she selects from the environment what he/she learns according to his ideas, values and feelings as well as his concepts. Attitudes may indeed lead to a rejection or acceptance of new ideas. Hence there is the need to inculcate the right attitudes in the students. Favourable attitudes to a subject could be promoted by the use of appropriate teaching strategies. The result indicate

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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.

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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introdu

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Paterson, Craig Chalmers. "An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15996.

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Bibliography: pages 189-198.<br>Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectua

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Timmerman, Briana Eileen. "Peer review in an undergraduate biology curriculum : effects on students' scientific reasoning, writing and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18880.

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Scientific reasoning and writing skills are ubiquitous processes in science and therefore common goals of science curricula, particularly in higher education. Providing the individualized feedback necessary for the development of these skills is often costly in terms of faculty time, particularly in large science courses common at research universities. Past educational research literature suggests that the use of peer review may accelerate students' scientific reasoning skills without a concurrent demand on faculty time per student. Peer review contains many elements of effective pedagogy suc

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Keagy, Amy Haddock. "The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/886.

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Federal and state agencies in the United States have pressured institutions in higher education to increase the number of graduates in STEM disciplines and supply an educated workforce for the increasing shortages in the STEM economy. Undergraduate research experience is one potential mechanism for supporting retention and student success within STEM disciplines. Most evaluations of the impact of undergraduate research to this point have been qualitative research studies. The purpose of this study was to use a quantitative model to examine domain knowledge, domain interest, and career aspirati

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23

López, Virna [Verfasser], and Rolf [Akademischer Betreuer] Arnold. "Exploring Higher Education in Honduras: towards a new learning concept with contributions of biology of knowledge / Virna López. Betreuer: Rolf Arnold." Kaiserslautern : Technische Universität Kaiserslautern, 2013. http://d-nb.info/1033306606/34.

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López, Virna Verfasser], and Rolf [Akademischer Betreuer] [Arnold. "Exploring Higher Education in Honduras: towards a new learning concept with contributions of biology of knowledge / Virna López. Betreuer: Rolf Arnold." Kaiserslautern : Technische Universität Kaiserslautern, 2013. http://nbn-resolving.de/urn:nbn:de:hbz:386-kluedo-34667.

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Partin, Matthew L. "The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213985302.

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PHILLIPS, DEBORAH J. "VOICES LONG SILENT WERE INVITED TO SPEAK: A STUDY OF SCIENCE ANXIETY IN FEMALE BIOLOGY STUDENTS AT A TWO-YEAR BRANCH CAMPUS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099607875.

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27

Essington, Garman Deanna, and Donald W. Good. "Student Success: A Comparison of Face- to-face and Online Sections of Community College Biology Course Review of Higher Education & Self Learn." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/284.

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The purpose of this quantitative study was to determine if there were significant differences in student success in terms of face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, fro

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Allkins, Michael T. "General education in the natural sciences: comparisons of selected sections of a coummunity college general biology course." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39746.

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From the establishment of Harvard in 1636, to the establishment of the first public Junior College in 1901, to the curricular reforms of the 1960's and 1970's, the purpose of higher education and the role of general education have been the subjects for many lively debates. The national debate on issues relating to general education has intensified within the last decade, and community colleges continue to be active participants in these debates. The purpose of this study was to describe the course contents and classroom environments of selected community college general education general biol

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Flodin, Veronica S. "En didaktisk studie av kunskapsinnehåll i biologi på universitetet : Med genbegreppet som exempel." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120851.

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This thesis is about knowing in biology in higher education and research. The gene concept is used as an example of knowledge content that is common to both biological research and education. The purpose is to study how knowing about the gene is expressed in different forms of knowledge contexts at the university. This is important to study in order to understand documented learning problems regarding the gene concept but also to better understand the relation between knowledge in research and teaching. Knowledge has to be transformed to become an educational content, a process that is of spec

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Phipps, Owen Dudley. "The use of a database to improve higher order thinking skills in secondary school biology: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003696.

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The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick se

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Hryhorenko, Lesia. "Analysis of In-Situ Authorship: A Study On The Representation Of Commonly Marginalized Authors." Otterbein University Distinction Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbndist1620462738167087.

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Marin, Nilo E. "The Impact of a Classroom Performance System on Learning Gains in a Biology Course for Science Majors." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/869.

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This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as “Clickers”, improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In

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Travis, Kristina. "Identification of Novel Developmental Genes in Streptomyces Coelicolor." Otterbein University Distinction Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbndist16204640123321.

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Metelski, Michele. "LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/1347.

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Made available in DSpace on 2017-07-21T20:32:01Z (GMT). No. of bitstreams: 1 MICHELE METELSKI.pdf: 1521254 bytes, checksum: dd65a65891b16911bc9e2739556bfe94 (MD5) Previous issue date: 2013-03-25<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation has the objective of discussing tha place of Educational Biology in Pedagogy course in Faculdade de Filosofia, Ciências e Letras de União da Vitória College (FAFI), in the limited context between the years of 1960 and 1989. This analysis leans in Pierre Bordieu concepts, mainly in the field and habitus categories for

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Verenna, Anne-Marie Alexandria. "INVESTIGATIONS OF ANATOMICAL VARIATIONS OF THE THORAX AND HEART AND ANATOMICAL KNOWLEDGE FOR FIRST YEAR MEDICAL DENTAL AND PODIATRY STUDENTS." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/221870.

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Cell Biology<br>Ph.D.<br>The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial plexus is explored with the hope that information on anatomical variation will assist neurosurgeons in sparing these structures during clinical procedures. Additionally, structures involved in biventricular pacing procedures, suc

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Fernandes, Kelly Meneses. "O Romper do sil?ncio hist?rico da quest?o racial no ensino superior de biologia." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1424.

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Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-02-14T10:50:19Z No. of bitstreams: 1 2015 - Kelly Meneses Fernandes.pdf: 1586053 bytes, checksum: d70e708a504945e8987d36920c16b9fd (MD5)<br>Made available in DSpace on 2017-02-14T10:50:19Z (GMT). No. of bitstreams: 1 2015 - Kelly Meneses Fernandes.pdf: 1586053 bytes, checksum: d70e708a504945e8987d36920c16b9fd (MD5) Previous issue date: 2015-05-28<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES<br>This research is inserted in the field of study of the Education of the Ethnic-Racial Relationship, specifically in i

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Hudson, Maren. "Examining the Understanding of Inquiry-Based Learning and Teaching Among Undergraduate Teachers and Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3338.

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One of the main aims of inquiry is to engage students as active, not passive, participants in science. The purpose of this study is to describe science educators’ and students’ views about inquiry-based instruction in order to better understand and improve implementation of evidence-based teaching strategies. Inquiry-based techniques have been shown to improve student understanding of scientific concepts, yet, there continue to be challenges in implementing these techniques. This research project utilizes Q Methodology, a research method that captures both common and disparate measures of subj

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Rudolph, Cynthia Thompson. "An evaluation of a foundational course in high school biology as measured by cognitive and affective factors." Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143687.

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<p> There is little written about the use of foundational courses in high school science. This study seeks to identify if a foundational course in high school biology improves student outcomes as measured by Biology I EOC exam proficiency scale scores and student growth. Efforts were made to determine differences in cognitive skill areas and affective/conative skill areas as students progress from the foundational course of Greenhouse Biology (GH Bio) to Biology I. Three years of test score data from over 15,000 student participants are evaluated, as well as extant survey data from biology tea

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Silber, Allie. "High School Biology Through an Education for Sustainability Lens| A Curriculum." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000330.

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<p> To prepare students to disentangle the complicated environmental, social, and economic challenges exacerbated by the previous generation and propose effective solutions, they need to be taught the necessary knowledge and skills. Education for Sustainability (EfS) is one such modality. Organizations such as the Cloud Institute for Sustainability Education, Shelburne Farms, and the US Partnership for Education for Sustainable Development have opened the doors for EfS in the K-12 education system; however, curriculum to address these standards has not yet fully been developed. Furthermore, Ef

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Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.

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The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review

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Ortiz, Olivia A. "High School Biology NGSS Lesson Sequence for Catalina Island." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841896.

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<p> Catalina island serves as a unique and diverse setting for K-12 students to complete their science education. Numerous areas of the island provide an opportunity for students to engage in outdoor science education that is enriched in the classroom setting. Research shows that students continue to build on their understanding while establishing connections through outdoor education experiences. Through a grant funded by the Keck Foundation, the Catalina Island Conservancy has made it their goal to provide an engaging, hands-on, NGSS lesson for each grade level on Catalina while promoting st

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Eayrs, Ansel. "The effect of cognitive bias video instruction on high school biology student acceptance of evolution: Implications for teachers and educational leaders." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/63.

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Cognitive biases have long been studied for their effects on an individual's decision-making. This study is the first of its kind to link these preferential thinking patterns to high school biology students' acceptance of evolution. At five urban high schools, 164 high school biology students were surveyed using a new instrument called the Cognitive Bias Assessment For Science Students – Evolution. The CBASS-E assesses both the level of non-acceptance of evolution, as well as how intensely participants demonstrate four specific cognitive biases. The four biases measured on the CBASS-E are anch

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Margiotta, Renato. "Global citizenship education in the biology classroom : an exploratory study in Scotland." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9151/.

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In the United Kingdom and Europe, there are ongoing efforts to reform science education in order to provide students with an understanding that transcends the scientific knowledge itself and that is relevant to citizenship. This exploratory study investigated the opportunities and the constraints for teaching Evolutionary Biology (EB) in the context of Global Citizenship Education (GCE). The study focuses on secondary school education in Scotland, at the time of a major curricular reform. My specific interest in the educational system of Scotland stemmed from the fact that the Scottish Nationa

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Kos, Agnieszka. "High school teachers' perspectives on effective approaches for teaching biology to students with special needs." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/720.

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The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching s

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Sungur, Semra. "An implementation of problem based learning in high school biology courses." Phd thesis, Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604717/index.pdf.

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Jorstad, Susan. "An analysis of factors influencing the teaching of evolution and creation by Arizona high school biology teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280023.

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This study examined the amount of emphasis given by Arizona high school biology teachers to the topics of evolutionary theory and special creation, as explanations for the origin and diversity of life on earth. A questionnaire was mailed to all Arizona public high school biology teachers in March of 2000, to gather data on teachers' classroom practices and attitudes towards evolution and creation, information on teachers' educational and professional backgrounds, their religious preferences, and any perceptions of pressure regarding the teaching of evolution or creation from outside sources. S

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Shors, Luke. "The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051608.

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This dissertation is concerned with understanding how metaphors and analogies function in biology education and whether some of the philosophical critiques of the language used in the field of biology — and in particular its accompanying metaphors and analogies, have a basis in the educational materials used to teach the subject. This inquiry was carried out through examining the pedagogical features and content of metaphors and analogies from three high school biology textbooks. After identifying over two hundred and twenty-five verbal and pictorial metaphors and analogies, these figures of s

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Martines, Elizabeth Antônia Leonel de Moraes. "O currículo possível na educação superior : estudo sobre o curso de biologia em uma universidade amazônica." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-22032007-163140/.

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O sistema educacional brasileiro tem vivido um movimento de reforma desde meados da década de 1990, na qual se destacam a produção de legislação estabelecendo diretrizes e parâmetros na área de currículos e a implantação de um sistema nacional de avaliação do sistema em todos os níveis de ensino. Paralelamente, no campo do currículo já se discute há algum tempo, a instalação de uma crise na teorização crítica e pós-crítica. Esse trabalho se insere numa práxis de (re)construção de currículos de formação de biólogos, incluindo a formação de professores, a partir de um estudo de caso de uma IES a

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Chabalengula, Vivien Mweene Lorsbach Anthony W. "The nature and extent of scientific literacy themes coverage in Zambian high school biology curriculum." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867051&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178198735&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 3, 2007. Dissertation Committee: Anthony W. Lorsbach (chair), Karen K. Lind, Cynthia J. Moore, Thomas P. Crumpler. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

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Edwards, Laura Ann. "Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519638.

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Autism spectrum disorder (ASD) is a developmental disorder characterized by difficulties in social interaction and communication. Abnormal language development is a pervasive symptom of this disorder, though research has repeatedly shown that children with ASD who develop stronger language abilities have more positive outcomes. One strategy for improving the language, and thus life experiences, of children with ASD, is to get children at risk for the disorder into effective and appropriately targeted educational interventions in the very earliest stages of life, when precursors of language an

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