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Journal articles on the topic 'Biology Education, Higher'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

diki, diki. "Creativity for Learning Biology in Higher Education." LUX 3, no. 1 (2013): 1–12. http://dx.doi.org/10.5642/lux.201303.03.

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2

Cox, F. E. G. "Molecular biology in schools, higher education, and afterwards." Journal of Biological Education 23, no. 1 (1989): 9–11. http://dx.doi.org/10.1080/00219266.1989.9655016.

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3

Smith, Debbie. "Issues and trends in higher education biology fieldwork." Journal of Biological Education 39, no. 1 (2004): 6–10. http://dx.doi.org/10.1080/00219266.2004.9655946.

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4

Parisky, Alex, and Rachel Boulay. "Designing and Developing Open Education Resources in Higher Education: A Molecular Biology Project." International Journal of Technology, Knowledge, and Society 9, no. 2 (2013): 145–55. http://dx.doi.org/10.18848/1832-3669/cgp/v09i02/56376.

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Pratiwi, Essy Dian, Mohammad Masykuri, and Murni Ramli. "Active Learning Strategy on Higher Education Biology Learning: A Systematic Review." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 1 (2021): 75–86. http://dx.doi.org/10.24042/tadris.v6i1.7345.

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Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There ar

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6

Downie, Roger, and Lynne Alexander. "The use of animals in biology teaching in higher education." Journal of Biological Education 23, no. 2 (1989): 103–11. http://dx.doi.org/10.1080/00219266.1989.9655041.

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7

Edessa, Sutuma. "IMPACTS OF INSUFFICIENT INSTRUCTIONAL MATERIALS AND HIGHER EDUCATION SYSTEMS IN TEACHING BIOLOGY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (2016): 114–21. http://dx.doi.org/10.48127/gu-nse/16.13.114.

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The research was conducted on the impacts of insufficient instructional materials and higher education systems of teaching biology on the qualification of graduates as outputs. Data collection methods were through variables of in-depth interview questions and face-to-face observations, whereas both quantitative and qualitative methods were employed to analyze evidences comparatively. Data sources were graduates of biology of different universities, who joined the post graduate diploma in teaching (PGDT) teachers training program of Addis Ababa University to be biology teachers, and evidences w

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Chaldanbaeva, Aigul, Aida Madieva, and Aydin Zhaanbaeva. "PRACTICE-ORIENTED TEACHING TECHNOLOGIES BIOLOGIES IN HIGHER EDUCATION INSTITUTION." Alatoo Academic Studies 20, no. 1 (2020): 31–39. http://dx.doi.org/10.17015/aas.2020.201.04.

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This article is devoted to the problem of implementing the competency-based approach to the educational process of the university in the preparation of future biology teachers. The authors consider practice-oriented pedagogical technologies that contribute to the formation of subject competencies: problem-based learning technology, project-based learning technology, discussion technology, media technology, game technology (business, role-playing, simulation games), case technology (situation analysis), portfolio technology , quasi-professional technologies. Their use in the process of professi

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Marbach-Ad, Gili, and Phillip G. Sokolove. "Can undergraduate biology students learn to ask higher level questions?" Journal of Research in Science Teaching 37, no. 8 (2000): 854–70. http://dx.doi.org/10.1002/1098-2736(200010)37:8<854::aid-tea6>3.0.co;2-5.

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Edessa, Sutuma. "Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus." Cypriot Journal of Educational Sciences 12, no. 1 (2017): 02–08. http://dx.doi.org/10.18844/cjes.v12i1.267.

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The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of

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Biermann, Carol A., and Gary B. Sarinsky. "Selected factors associated with achievement of biology preparatory students and their follow-up to higher level biology courses." Journal of Research in Science Teaching 26, no. 7 (1989): 575–86. http://dx.doi.org/10.1002/tea.3660260703.

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12

Husamah, Husamah, Diani Fatmawati, and Dwi Setyawan. "OIDDE Learning Model: Improving Higher Order Thinking Skills of Biology Teacher Candidates." International Journal of Instruction 11, no. 2 (2018): 249–64. http://dx.doi.org/10.12973/iji.2018.11217a.

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Chisingui, António Valter, and Nilza Costa. "Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution." Sustainability 12, no. 8 (2020): 3344. http://dx.doi.org/10.3390/su12083344.

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National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate

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14

Drenth, P. J. D. "Institutional Innovations in Higher Education." Annals of the New York Academy of Sciences 798, no. 1 Science Based (1996): 223–37. http://dx.doi.org/10.1111/j.1749-6632.1996.tb24866.x.

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Setyoko, Setyoko, Fatchur Rohman, and Hadi Suwono. "Development of Animals Ecology Module for Macrozoobentos Community at Higher Institution." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (2017): 80. http://dx.doi.org/10.22219/jpbi.v3i1.3908.

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Development of animal ecology module with a material of macrozoobenthos community in higher education aimed to develop teaching materials based on the needs of students of Biology Education. The study was conducted from January to March 2014. This research is a development research of module material. Module development is based on study results at the stage of Structure of Macrozoobenthos Community in the Mangrove area of Bukit Batu Beach of Bengkalis Regency. Research and development of animal ecology module are conducted by following 4D model steps. The results of module material developmen

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Koka, Rudīte, Anžela Jurāne-Brēmane, and Tatjana Koķe. "Formative Assessment in Higher Education: From Theory to Practice." European Journal of Social Sciences Education and Research 9, no. 1 (2017): 28. http://dx.doi.org/10.26417/ejser.v9i1.p28-34.

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The aim of the research is to emphasize the practical implementation of the formative assessment. The research leads to the conclusion that lecturers implement the findings of different theories and researches on formative assessment rather slowly in their daily work and practice. This article shows the way from theory to practice in the study course Human molecular biology at Rīga Stradiņš University. Quantitative and qualitative data collection methods are used to research the influence of formative assessment both on individual and institutional levels. The results show the importance of fe

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Gobaw, Getachew Fetahi, and Harrison Ifeanyichukwu Atagana. "THE RELATIONSHIP BETWEEN STUDENTS’ BIOLOGY LABORATORY SKILL PERFORMANCE AND THEIR COURSE ACHIEVEMENT." Problems of Education in the 21st Century 72, no. 1 (2016): 6–15. http://dx.doi.org/10.33225/pec/16.72.06.

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The focus of this research study was to investigate the relationship between students’ prior achievement in higher education entrance examination score and their course achievement in undergraduate biology program. It also examined the relationship between students’ high school and college preparatory school biology laboratory experience and their undergraduate biology laboratory skill performance. A correlational study was used. The sample consisted of 55 third year undergraduate biology students. The findings of the study showed that there is significant and positive linear correlation betwe

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St. Clair, Bryn, Paul Putnam, Harold L. Miller, Ross Larsen, and Jamie L. Jensen. "Test-Enhanced Learning and Incentives in Biology Education." CBE—Life Sciences Education 19, no. 3 (2020): ar40. http://dx.doi.org/10.1187/cbe.19-11-0226.

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This study examined the testing effect in a postsecondary biology course with low- and high-incentive treatments and measured student learning. Although exposure to exams predicted better learning, incentive level did not moderate this effect, an outcome that contradicted recent laboratory findings that higher incentives decreased the testing effect.

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Utama, Candra, Sajidan Sajidan, Joko Nurkamto, and Wiranto Wiranto. "The Instrument Development to Measure Higher-Order Thinking Skills for Pre-Service Biology Teacher." International Journal of Instruction 13, no. 4 (2020): 833–48. http://dx.doi.org/10.29333/iji.2020.13451a.

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Bravo, Rafael, Lierni Ugartemendia, Javier Cubero, Cihangir Uguz, and Ana B. Rodríguez. "Collaborative active learning: bioimpedance and anthropometry in higher education." Advances in Physiology Education 42, no. 4 (2018): 605–9. http://dx.doi.org/10.1152/advan.00106.2017.

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Research in the health sciences devotes much attention to overweight and obesity and, consequently, to body composition. In recent years, traditional body measures have been questioned as efficient variables in health sciences due to the fact that they cannot give information about body fat mass. Our aim is to teach how to analyze body composition through anthropometry and bioelectrical impedance analysis to our “Physiology of Vegetative and Reproductive Functions” students, who are studying for their degree in Biology. We proposed project-oriented-learning to promote collaborative interaction

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21

Birzina, Rita, Dagnija Cedere, and Liva Petersone. "FACTORS INFLUENCING THE FIRST YEAR STUDENTS’ ADAPTATION TO NATURAL SCIENCE STUDIES IN HIGHER EDUCATION." Journal of Baltic Science Education 18, no. 3 (2019): 349–61. http://dx.doi.org/10.33225/jbse/19.18.349.

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The mass-approach in higher education promotes the broadening of students’ number and diversity therefore the question about the young people’s readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to stu

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Adams, David J. "UK Centre for Bioscience, Higher Education Academy." CBE—Life Sciences Education 9, no. 4 (2010): 381. http://dx.doi.org/10.1187/cbe.10-09-0109.

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23

Cardullo, Victoria M., and LeNessa Clark. "Exploring Faculty and Student iPad Integration in Higher Education." International Journal of Reliable and Quality E-Healthcare 8, no. 2 (2019): 50–69. http://dx.doi.org/10.4018/ijrqeh.2019040104.

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Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook. A university in the southern region of the United States launched a yearlong feasibility study to explore how mobile technologies support student learning, influence instruction, and identify how faculty and students perceive the usage of mobile devices for teaching and learning. The population consisted of freshman-level participants enrolled in a general education biology course. Student participants ranged from 17-21 yea

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24

Munge, Brendon, Glyn Thomas, and Deborah Heck. "Outdoor Fieldwork in Higher Education: Learning From Multidisciplinary Experience." Journal of Experiential Education 41, no. 1 (2017): 39–53. http://dx.doi.org/10.1177/1053825917742165.

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Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common strengths, weaknesses, opportunities, and threats (SWOT) and outline implications for how OFW is used as an experiential learning pedagogy in higher education. Methodology/Approach: A descriptive literature review was undertaken to examine each aspec

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25

Cesco, Stefano, Vincenzo Zara, Alberto F. De Toni, Paolo Lugli, Alexander Evans, and Guido Orzes. "The future challenges of scientific and technical higher education." Tuning Journal for Higher Education 8, no. 2 (2021): 85–117. http://dx.doi.org/10.18543/tjhe-8(2)-2021pp85-117.

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The world is experiencing significant changes, including exponential growth of the global population, global warming and climate change, biodiversity loss, international migration, digitalization, smart agriculture/farming, synthetic biology, and most recently a global human health pandemic. These trends pose a set of relevant challenges for the training of new graduates as well as for the re-skilling of current workers through lifelong learning programs. Our paper seeks to answer two research questions: (1) are current study programs suitable to prepare students for their professional future

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26

Hendi Ristanto, Rizhal, Siti Zubaidah, Mohamad Amin, and Fatchur Rohman. "The Potential of Cooperative Integrated Reading and Composition in Biology Learning at Higher Education." International Journal of Educational Research Review 3, no. 2 (2018): 50–56. http://dx.doi.org/10.24331/ijere.376727.

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27

Sukaesih, S., S. Zubaidah, S. Mahanal, and D. Listyorini. "Biology student’s Understanding of Nature of Science (NOS) and metacognitive awareness at higher education." Journal of Physics: Conference Series 1567 (June 2020): 022053. http://dx.doi.org/10.1088/1742-6596/1567/2/022053.

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28

Wischusen, Sheri Maples, and E. William Wischusen. "Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”." CBE—Life Sciences Education 6, no. 2 (2007): 172–78. http://dx.doi.org/10.1187/cbe.06-08-0184.

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The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a 5-d intensive prefreshman program on success and retention of biological science majors at Louisiana State University. The 2005 pilot program combined content lectures and examinations for BIOL 1201, Introductory Biology for Science Majors, as well as learning styles assessments and informational sessions to provide the students with a preview of the requirements of biology and the pace of college. Students were tracked after their BIOS participation, and their progress was compared with a cont

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29

Baranowski, Artur. "Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level." Forum Pedagogiczne 9, no. 1 (2019): 269–87. http://dx.doi.org/10.21697/fp.2019.1.19.

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The paper presents a study about using Insta.Ling e-learning platform in university teaching process of English language for Biology students. The aim of this study is to estimate its effectiveness and the correlation between the number of repetitions and the number of words memorized. The total number of students involved in this research is 129 (6 student groups and in 3 academic years). They are all students of Cardinal Stefan Wyszynski University, Warsaw. The results allow to assume that Insta.Ling environment is an effective way to learn new vocabulary and regular sessions positively affe

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Perico, Camila Pereira, Leandro Kruszielski, and Carlos Eduardo Pilleggi Souza. "Instrumento de Avaliação da ansiedade acadêmica no Ensino Superior em Biologia / Academic Anxiety Assessment Instrument in Higher Education in Biology." ID on line REVISTA DE PSICOLOGIA 15, no. 55 (2021): 295–311. http://dx.doi.org/10.14295/idonline.v15i55.3051.

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Este é um estudo transversal observacional que objetiva a construção de um questionário para a identificação de indivíduos com ansiedade relacionada à graduação em Ciências Biológicas no contexto brasileiro. Formou-se um grupo focal para levantar as principais situações ansiosas vivenciadas no curso, o que forneceu informações para a construção de um questionário inicial, o qual foi avaliado por juízes professores e alunos do curso acerca de sua clareza e objetividade. Selecionamos 73 itens julgados melhores para o questionário aplicado a um grupo de 325 alunos. A Análise dos Componentes Princ

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Shevchyk, L. O., N. Ya Kravets, and I. M. Grod. "Application of deductive method of biology training in institutions of higher medical education of Ukraine." Bukovinian Medical Herald 24, no. 2 (94) (2020): 173–77. http://dx.doi.org/10.24061/2413-0737.xxiv.2.94.2020.60.

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32

Prahatama Putra, Aminuddin, A. Akrim, and Juhriyansyah Dalle. "Integration of High-Tech Communication Practices in Teaching of Biology in Indonesian Higher Education Institutions." International Journal of Education and Practice 8, no. 4 (2020): 746–58. http://dx.doi.org/10.18488/journal.61.2020.84.746.758.

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33

Willison, John W. "Research skill development spanning higher education: Critiques, curricula and connections." Journal of University Teaching and Learning Practice 15, no. 4 (2018): 2–16. http://dx.doi.org/10.53761/1.15.4.1.

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The Research Skill Development (RSD) framework was devised in 2006 to articulate what educators do when they facilitate student learning through active exploration in ways that enable their skills to grow in sophistication and rigour. This special issue of JUTLP comprises eight articles that focus on the critique, adaptation and application of the RSD. This article introduces the special issue and presents the 2018 version of the RSD, in response to 12 years of feedback on the framework. Changes in the RSD include improvements in articulation of the facets of research, better delineation of au

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34

Littlejohn, George R., Graham Scott, and Mary Williams. "Innovations and best practice in undergraduate education." F1000Research 5 (April 12, 2016): 646. http://dx.doi.org/10.12688/f1000research.8453.1.

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University-based scientists hold the collective responsibility for educating the next generation of citizens, scientists and voters, but the degree to which they are individually trained and rewarded for this pursuit is variable. This F1000Research channel has its origin in a Society for Experimental Biology Conference held in Prague, 2015 and brings together researchers who excel at undergraduate education or the scholarship of teaching and learning to discuss challenges and best practices in contemporary higher science education.

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35

Kirk, Chris. "National subject profile for biochemistry: Higher Education Academy report." Biochemist 30, no. 4 (2008): 44–45. http://dx.doi.org/10.1042/bio03004044.

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36

ŞAHİN, Fikriye, and Tahir ATICI. "EXAMINATION OF THE RELATIONSHIP BETWEEN THE EDUCATIONALTEACHING SATISFACTION AND ACADEMIC MOTIVATION OF BIOLOGY TEACHERS." IEDSR Association 6, no. 11 (2021): 68–81. http://dx.doi.org/10.46872/pj.223.

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The aim of this study is to examine the relationship between academic motivation and educational satisfaction of biology teacher candidates who continue their education in higher education by considering different variables. In the research, scanning design was used within the scope of quantitative model to reveal the current situation. The study group of the study consists of 121 biology teacher candidates who continue their education in two different state universities in Ankara. In order to collect the data of the research, "Student Satisfaction Scale for Education and Training in Higher Ed

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ŞAHİN, Fikriye, and Tahir ATICI. "EXAMINATION OF THE RELATIONSHIP BETWEEN THE EDUCATIONALTEACHING SATISFACTION AND ACADEMIC MOTIVATION OF BIOLOGY TEACHERS." IEDSR Association 6, no. 11 (2021): 68–81. http://dx.doi.org/10.46872/pj.223.

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The aim of this study is to examine the relationship between academic motivation and educational satisfaction of biology teacher candidates who continue their education in higher education by considering different variables. In the research, scanning design was used within the scope of quantitative model to reveal the current situation. The study group of the study consists of 121 biology teacher candidates who continue their education in two different state universities in Ankara. In order to collect the data of the research, "Student Satisfaction Scale for Education and Training in Higher Ed

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38

Hooley, Paul, Phillippa Cooper, and Nick Skidmore. "Molecular Biology Masterclasses — Developing Practical Skills and Building Links with Higher Education in Years 12/13." Bioscience Education 11, no. 1 (2008): 1–6. http://dx.doi.org/10.3108/beej.11.6.

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39

Lamm, Alexa J., and Kevan W. Lamm. "Mapping the Money: A Social Network Analysis of Funding Relationships among Higher Education Biology Opinion Leaders." Natural Sciences Education 46, no. 1 (2017): 170006. http://dx.doi.org/10.4195/nse2017.03.0006.

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40

Dolan, Erin, and Kimberly Tanner. "Points of View: Effective Partnerships Between K-12 and Higher Education." Cell Biology Education 4, no. 1 (2005): 35–37. http://dx.doi.org/10.1187/cbe.04-11-0048.

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Elgin, Sarah C. R., Susan Flowers, and Victoria May. "Points of View: Effective Partnerships Between K-12 and Higher Education." Cell Biology Education 4, no. 1 (2005): 32–34. http://dx.doi.org/10.1187/cbe.04-11-0049.

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Moreno, Nancy. "Points of View: Effective Partnerships Between K-12 and Higher Education." Cell Biology Education 4, no. 1 (2005): 30–32. http://dx.doi.org/10.1187/cbe.04-11-0050.

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Tomanek, Debra. "Points of View: Effective Partnerships Between K-12 and Higher Education." Cell Biology Education 4, no. 1 (2005): 28–29. http://dx.doi.org/10.1187/cbe.04-11-0051.

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Campbell, Suzanne, and Barbara Y. LaCost. "CLS to Higher Education Administrator: The Right Navigational Skills." American Society for Clinical Laboratory Science 23, no. 1 (2010): 12–20. http://dx.doi.org/10.29074/ascls.23.1.12.

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Campbell, Suzanne, and Barbara Y. LaCost. "CLS to Higher Education Administrator: The Price They Paid." American Society for Clinical Laboratory Science 23, no. 3 (2010): 157–65. http://dx.doi.org/10.29074/ascls.23.3.157.

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Gerber Hornink, Gabriel. "Journal of Biochemistry Education: disseminating and encouraging the production in Biochemistry and Molecular Biology education." Revista de Ensino de Bioquímica 17 (September 13, 2019): 106. http://dx.doi.org/10.16923/reb.v17i0.886.

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The Journal of Biochemistry Education, called previously the Journal of the Brazilian Journal of Education for Biochemistry and Molecular Biology, created in 2001 within SBBq, aiming at the dissemination of research work in Biochemistry teaching. In 2012, it underwent several transformations, including a new name, change of electronic management system and expansion of scope. In 2015, began receiving articles in Portuguese, English and Spanish. In recent years, we have sought to broaden connections with researchers from other countries, who currently make up the journal's editorial staff. In o

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47

Lamanauskas, Vincentas. "SOME ISSUES ON BIOLOGY EDUCATION: AN INTERVIEW WITH ANDREJ ŠORGO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (2016): 122–26. http://dx.doi.org/10.48127/gu-nse/16.13.122.

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Dr. Andrej Šorgo is Associate Professor of Biology Didactics at the Faculty of Natural Sciences and Mathematics, and a part time researcher at the Faculty of Electrical Engineering and Computer Science, University of Maribor. He got his Masters and PhD degrees in Biology from the University of Ljubljana. He has published textbooks and research articles and presented his work at a number of conferences. He has additionally over 20 years of experience as a secondary and higher vocational school teacher. He has won the award “Most innovative secondary school teacher”. More information is availabl

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48

Mnguni, Lindelani. "THE RELATIONSHIP BETWEEN ENROLMENT IN BIOLOGY, HIV/AIDS KNOWLEDGE AND RELATED BEHAVIOUR AMONG SOUTH AFRICAN SCHOOLGIRLS." Journal of Baltic Science Education 16, no. 6 (2017): 898–907. http://dx.doi.org/10.33225/jbse/17.16.898.

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In spite of integrating HIV/AIDS education in South African curricula the prevalence of HIV in 2016 was the highest since 2002. HIV infection rate is particularly high among schoolgirls compared with boys. Using a closed-ended questionnaire, this quantitative survey research compared Biology and non-Biology schoolgirls’ (n=291) behavioural intention, Health Literacy and HIV/AIDS Literacy to determine if enrolling for Biology, and subsequently learning about the scientific nature of HIV/AIDS would reduce risk behaviour among schoolgirls. Results indicate that Biology students have higher Health

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49

Evans, Danielle L., Sarah G. Bailey, Alfred E. Thumser, Sarah L. Trinder, Naomi E. Winstone, and Ian G. Bailey. "The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education." FEBS Open Bio 10, no. 9 (2020): 1720–36. http://dx.doi.org/10.1002/2211-5463.12938.

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50

Fauzi, Ahmad, Alfin Miftachulia Rosyida, Miftachur Rohma, and Diana Khoiroh. "The difficulty index of biology topics in Indonesian Senior High School: Biology undergraduate students’ perspectives." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 2 (2021): 149–58. http://dx.doi.org/10.22219/jpbi.v7i2.16538.

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Biology is a subject that contains of many difficult concepts to study. This study aimed to identify Biology topics taught in Senior High School (SHS) which were considered as difficult materials by undergraduate students. The data were gathered by means of a web-based survey from 198 Biology students of 25 universities and 51 Biology education students of nine universities in Indonesia. The biology students graduated from SHSs in 97 regions/municipality, while the biology education students were graduated from 34 regions/municipality. The data were analyzed using two formulas: 1) Biology Diff

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