Relevant bibliographies by topics / Biology Education, Higher / Journal articles
To see the other types of publications on this topic, follow the link: Biology Education, Higher.

Journal articles on the topic 'Biology Education, Higher'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Biology Education, Higher.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

diki, diki. "Creativity for Learning Biology in Higher Education." LUX 3, no. 1 (November 13, 2013): 1–12. http://dx.doi.org/10.5642/lux.201303.03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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 (June 29, 2021): 75–86. http://dx.doi.org/10.24042/tadris.v6i1.7345.

Full text
Abstract:
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 are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Edessa, Sutuma. "IMPACTS OF INSUFFICIENT INSTRUCTIONAL MATERIALS AND HIGHER EDUCATION SYSTEMS IN TEACHING BIOLOGY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (December 25, 2016): 114–21. http://dx.doi.org/10.48127/gu-nse/16.13.114.

Full text
Abstract:
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 were gathered while the trainees were attaining the course biology teaching methods. Interview questions were distributed to 200 trainees and respondents provided their judgments both in written or oral forms. The face-to-face observations were conducted on 20 of the trainees while conducting the tasks of biology teaching methods using observation checklists. As a result, the impacts of the insufficient instructional materials and higher education systems were accounted for 56.83% and impacts on competence of the graduates of biology in performing expected biological tasks were accounted for 71% that made learners at an average 63.915% unsuccessful. The research was concluded with great divorce of theory and practice due to the impacts of insufficient inputs of instructional materials and poor education systems, in which graduates ended with incompetence and joblessness. Keywords: biology teaching, instructional materials, higher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Chaldanbaeva, Aigul, Aida Madieva, and Aydin Zhaanbaeva. "PRACTICE-ORIENTED TEACHING TECHNOLOGIES BIOLOGIES IN HIGHER EDUCATION INSTITUTION." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 31–39. http://dx.doi.org/10.17015/aas.2020.201.04.

Full text
Abstract:
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 professional training of a biology teacher gives the learning process a productive character, increases the motivation, independence and activity of students in the course of educational activities. In addition, the ways of creating the conditions for the use of educational technologies in the practice of variably preparing a biology teacher through the organization of various forms of practice- oriented students' activities aimed at the formation of subject competencies are considered.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Edessa, Sutuma. "Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus." Cypriot Journal of Educational Sciences 12, no. 1 (March 30, 2017): 02–08. http://dx.doi.org/10.18844/cjes.v12i1.267.

Full text
Abstract:
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 both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. Keywords: systems, instruction, materials, insufficient and soft data.
APA, Harvard, Vancouver, ISO, and other styles
11

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 (October 1989): 575–86. http://dx.doi.org/10.1002/tea.3660260703.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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 (April 3, 2018): 249–64. http://dx.doi.org/10.12973/iji.2018.11217a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

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 (April 20, 2020): 3344. http://dx.doi.org/10.3390/su12083344.

Full text
Abstract:
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 course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.
APA, Harvard, Vancouver, ISO, and other styles
14

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

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 (March 31, 2017): 80. http://dx.doi.org/10.22219/jpbi.v3i1.3908.

Full text
Abstract:
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 development of macrozoobenthos community are used as teaching materials of animal ecology at Biology Education Dept., FTTE- Islamic University of Riau. Results of animal ecology module development obtained was based on expert validation of animal ecology material expert, teaching material, and field practitioners which amounted to 92.59%, 94.86%, and 92.4%, respectively with qualification of excellent and unnecessary to be revised. A test result of small group which was conducted by 30 respondents of students of Biology education, FTTE- Islamic University of Riau amounted to 78.4% with qualification of good and unnecessary to be revised. Module of animal ecology can be used as proper teaching materials by Biology Education student.
APA, Harvard, Vancouver, ISO, and other styles
16

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 (January 21, 2017): 28. http://dx.doi.org/10.26417/ejser.v9i1.p28-34.

Full text
Abstract:
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 feedback information both for lecturer and student. It is concluded that immediate feedback is important for the improvement of student’s achievements. The road towards initiating formative assessment on institutional level has been outlined.
APA, Harvard, Vancouver, ISO, and other styles
17

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 (August 25, 2016): 6–15. http://dx.doi.org/10.33225/pec/16.72.06.

Full text
Abstract:
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 between students’ competences in practical skills and performance in higher education entrance examination scores. There is a significant and a positively linear relationship between the students’ cumulative grade point average (CGPA) with higher education entrance exam scores and biology laboratory skill test score. However, laboratory skill performance test score was not correlated with students’ high school laboratory background and sex. The findings implicated that the Ministry of Education should foster secondary high schools and college preparatory schools to put greater efforts at preparing undergraduate admitted students for students’ better outcome and their retention in universities. Key words: high school achievement, practical skill test, undergraduate biology.
APA, Harvard, Vancouver, ISO, and other styles
18

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 (September 2020): ar40. http://dx.doi.org/10.1187/cbe.19-11-0226.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
19

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 (October 1, 2020): 833–48. http://dx.doi.org/10.29333/iji.2020.13451a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

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 (December 1, 2018): 605–9. http://dx.doi.org/10.1152/advan.00106.2017.

Full text
Abstract:
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 interactions among students. Fifty-two students voluntarily formed five groups; they worked with the concepts of basal metabolic rate and body composition from a theoretical point of view and later transformed these concepts into a practical perspective by preparing a manuscript in groups with objectives proposed by our teaching team. In this research, we show a collaborative educational scenario for university students in which students are tutored from a constructivist perspective to promote social interactions, resulting in new knowledge acquisition.
APA, Harvard, Vancouver, ISO, and other styles
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 (June 10, 2019): 349–61. http://dx.doi.org/10.33225/jbse/19.18.349.

Full text
Abstract:
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 studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students’ adaptation in the first term of studies. At the same time such issues of the academic factor as students’ prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students’ successful studies. Key words: adaptation to studies, first year natural science students, institutional, personal and academic factors, transferable skills.
APA, Harvard, Vancouver, ISO, and other styles
22

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
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 (April 2019): 50–69. http://dx.doi.org/10.4018/ijrqeh.2019040104.

Full text
Abstract:
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 years of age. All students were provided with an iPad to use during the year. Researchers used several data sources to collect bi-weekly observations on both faculty and students, a student survey, and post focus group interviews with students and faculty. Using the SAMR model paired with Bloom's taxonomies, findings described the various levels in which iPads were integrated into instruction by faculty and student participants. Research revealed student appreciation of iPad affordances and features of the device. The analysis also identified building infrastructure, technology support, and teacher training in technology integration as vital pieces to a successful schoolwide implementation.
APA, Harvard, Vancouver, ISO, and other styles
24

Munge, Brendon, Glyn Thomas, and Deborah Heck. "Outdoor Fieldwork in Higher Education: Learning From Multidisciplinary Experience." Journal of Experiential Education 41, no. 1 (November 24, 2017): 39–53. http://dx.doi.org/10.1177/1053825917742165.

Full text
Abstract:
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 aspect of the SWOT at the micro, meso, and macro levels, drawing from disciplines using OFW including biology, outdoor and environmental education, archaeology, and the associated geosciences. Findings/Conclusions: Strengths of OFW include engagement, outreach, and professional competencies; weaknesses exist in the areas of equity, logistics, and standards. Opportunities include improving pedagogical practices, diversity, and collaboration, while threats to OFW were costs, funding, outdated practices, and governance. Implications: Academics from a range of disciplines using OFW have similar experiences; therefore, exploring ways to collaborate or learn from each other will further develop OFW as an experiential learning strategy in higher education.
APA, Harvard, Vancouver, ISO, and other styles
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 (May 23, 2021): 85–117. http://dx.doi.org/10.18543/tjhe-8(2)-2021pp85-117.

Full text
Abstract:
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 and (2) are study programs adequate to deliver the needs of current and new generations of students? We analyzed the professional figures and the skills required by the job market, as well as the number of students enrolled in technical-scientific HE study programs in Europe. We discuss the needs of future students considering how the teaching tools and methods enabled by digitalization might contribute to increasing the effectiveness of training these students. Finally, we shed light on the different types of HE study programs that can meet the educational challenges of the future. Received: 23 June 2020Accepted: 04 May 2021
APA, Harvard, Vancouver, ISO, and other styles
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 (January 1, 2018): 50–56. http://dx.doi.org/10.24331/ijere.376727.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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 (June 2007): 172–78. http://dx.doi.org/10.1187/cbe.06-08-0184.

Full text
Abstract:
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 control group composed of students on the BIOS waiting list and a group of BIOL 1201 students who were identified as the academic matches to the BIOS participants (high school GPA, ACT score, and gender). The BIOS participants performed significantly better on the first and second exams, they had a higher course average, and they had a higher final grade than the control group. These students also had higher success rates (grade of “A,” “B,” or “C”) during both the fall and spring semesters and remained on track through the first semester of their sophomore year to graduate in 4 yr at a significantly higher rate than the control group.
APA, Harvard, Vancouver, ISO, and other styles
29

Baranowski, Artur. "Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level." Forum Pedagogiczne 9, no. 1 (September 4, 2019): 269–87. http://dx.doi.org/10.21697/fp.2019.1.19.

Full text
Abstract:
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 affect the number of vocabulary memorized.
APA, Harvard, Vancouver, ISO, and other styles
30

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 (May 31, 2021): 295–311. http://dx.doi.org/10.14295/idonline.v15i55.3051.

Full text
Abstract:
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 Principais encontrou 4 componentes que explicam a ansiedade no curso, restando 37 itens significantes: (1) 18 itens relacionados às avaliações, (2) 10 itens aos conteúdos específicos do curso, (3) 5 itens ao professor, (4) e 4 itens aos conteúdos matemáticos. A multiplicidade de componentes era esperada devido à complexidade associada à ansiedade.
APA, Harvard, Vancouver, ISO, and other styles
31

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) (June 4, 2020): 173–77. http://dx.doi.org/10.24061/2413-0737.xxiv.2.94.2020.60.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Willison, John W. "Research skill development spanning higher education: Critiques, curricula and connections." Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 2–16. http://dx.doi.org/10.53761/1.15.4.1.

Full text
Abstract:
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 autonomy, and the addition of the affective domain and guiding questions. Of the other seven articles, five are set in the undergraduate years and two in master’s, with contexts including biology, education, engineering, humanities and interdisciplinary studies. The articles are based across diverse settings, including laboratory, online, language and workplace learning. Of these seven, one critiques the RSD, three focus on curriculum design and three connect the RSD to enduring issues of current concern by adapting the framework for academic literacy, work skills and problem solving. These three adaptations are examples of numerous emerging models that modify RSD terminology and shape, within its broad parameters, and are introduced in this issue as the Models of Engaged Learning and Teaching (MELT).
APA, Harvard, Vancouver, ISO, and other styles
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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
35

Kirk, Chris. "National subject profile for biochemistry: Higher Education Academy report." Biochemist 30, no. 4 (August 1, 2008): 44–45. http://dx.doi.org/10.1042/bio03004044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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 (February 24, 2021): 68–81. http://dx.doi.org/10.46872/pj.223.

Full text
Abstract:
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 Education" and "Academic Motivation Scale" were used. According to the results obtained from the research; It was determined that the satisfaction and academic motivation of biology teacher candidates about education in higher education is above the middle level. When the gender sub-dimension of the research results was examined, it was found that the education satisfaction and academic motivation of the male teacher candidates were higher than the female teacher candidates. When the university variable of teacher candidates is examined, it can be said that there is a difference in terms of satisfaction, especially between equipment and laboratory and communication with academic and administrative staff and these situations affect the satisfaction of the candidates. When the class level sub-dimension of the study was examined, it was concluded that there was a significant difference between the satisfaction of 4th grade candidates and those of other classes. While 4th grade candidates show a medium level of satisfaction, candidates in the other class show a high level of satisfaction. It is noteworthy that the reason for this is related to belonging and guidance in the sub-dimension of the satisfaction scale. It is seen that the highest satisfaction among candidates is in the first year. According to the results of the research, the frequency of voluntary coming to the department of the second university teacher candidates is higher than the frequency of voluntary coming to the department of the candidates in the 1st university. These results support that the motivation levels of the candidates may differ due to internal motivation reasons. One of the results obtained from the study is to determine a positive and moderate relationship (r = 438) between the education satisfaction and academic motivation of biology teacher candidates. This situation shows that when the education-teaching satisfaction levels of biology teacher candidates are affected, the academic motivation of the candidate may be affected at a moderate level.
APA, Harvard, Vancouver, ISO, and other styles
37

ŞAHİN, Fikriye, and Tahir ATICI. "EXAMINATION OF THE RELATIONSHIP BETWEEN THE EDUCATIONALTEACHING SATISFACTION AND ACADEMIC MOTIVATION OF BIOLOGY TEACHERS." IEDSR Association 6, no. 11 (February 24, 2021): 68–81. http://dx.doi.org/10.46872/pj.223.

Full text
Abstract:
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 Education" and "Academic Motivation Scale" were used. According to the results obtained from the research; It was determined that the satisfaction and academic motivation of biology teacher candidates about education in higher education is above the middle level. When the gender sub-dimension of the research results was examined, it was found that the education satisfaction and academic motivation of the male teacher candidates were higher than the female teacher candidates. When the university variable of teacher candidates is examined, it can be said that there is a difference in terms of satisfaction, especially between equipment and laboratory and communication with academic and administrative staff and these situations affect the satisfaction of the candidates. When the class level sub-dimension of the study was examined, it was concluded that there was a significant difference between the satisfaction of 4th grade candidates and those of other classes. While 4th grade candidates show a medium level of satisfaction, candidates in the other class show a high level of satisfaction. It is noteworthy that the reason for this is related to belonging and guidance in the sub-dimension of the satisfaction scale. It is seen that the highest satisfaction among candidates is in the first year. According to the results of the research, the frequency of voluntary coming to the department of the second university teacher candidates is higher than the frequency of voluntary coming to the department of the candidates in the 1st university. These results support that the motivation levels of the candidates may differ due to internal motivation reasons. One of the results obtained from the study is to determine a positive and moderate relationship (r = 438) between the education satisfaction and academic motivation of biology teacher candidates. This situation shows that when the education-teaching satisfaction levels of biology teacher candidates are affected, the academic motivation of the candidate may be affected at a moderate level.
APA, Harvard, Vancouver, ISO, and other styles
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 (June 2008): 1–6. http://dx.doi.org/10.3108/beej.11.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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 (June 15, 2017): 170006. http://dx.doi.org/10.4195/nse2017.03.0006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

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 (March 2005): 32–34. http://dx.doi.org/10.1187/cbe.04-11-0049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

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.

Full text
Abstract:
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 order to expand the access to the magazine, we planned several actions of dissemination and indexing, including group in Facebook, indexing in several bases, besides registering in libraries. In this sense, we work to have a Journal that contributes to disseminate research in teaching and also (here the differential) to value and disseminate good practices of teachers in primary and higher education, as well as actions of scientific dissemination. During the symposium, we will present some of this history and work of the team that seeks to improve teaching-learning Biochemistry, Molecular Biology and related areas.
APA, Harvard, Vancouver, ISO, and other styles
47

Lamanauskas, Vincentas. "SOME ISSUES ON BIOLOGY EDUCATION: AN INTERVIEW WITH ANDREJ ŠORGO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (December 25, 2016): 122–26. http://dx.doi.org/10.48127/gu-nse/16.13.122.

Full text
Abstract:
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 available online at: http://biologija.fnm.uni-mb.si/index.php?option=com_content&view=article&id=55&Itemid=7&lang=en
APA, Harvard, Vancouver, ISO, and other styles
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 (December 15, 2017): 898–907. http://dx.doi.org/10.33225/jbse/17.16.898.

Full text
Abstract:
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 Literacy and HIV/AIDS Literacy than non-Biology students. The behavioural intentions of both groups were not significantly different. Health Literacy and HIV/AIDS Literacy did not correlate significantly with behavioural intention, which were indicative of risk behaviour. These findings suggest that enrolling for Biology and other science subjects and subsequently learning about HIV/AIDS may not reduce risk behaviour among schoolgirls. Keywords: behavioural intention, biology students, health literacy, HIV/AIDS literacy, South African schoolgirls.
APA, Harvard, Vancouver, ISO, and other styles
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 (August 18, 2020): 1720–36. http://dx.doi.org/10.1002/2211-5463.12938.

Full text
APA, Harvard, Vancouver, ISO, and other styles
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 (July 31, 2021): 149–58. http://dx.doi.org/10.22219/jpbi.v7i2.16538.

Full text
Abstract:
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 Difficulty Index (BDI) to determine the difficulty index of Biology subject, and 2) Topic Difficulty Index (TDI) to examine the difficulty index of each Biology topics. The results showed that the highest value of TDI was Genetics. There was no significant difference of BDI between Biology students and Biology education students. The lower of the students’ BDI, the higher the level of their interest in Biology subject. The primary cause of difficulty encountered by the students in studying various topics of Biology was the complicated characteristics of the materials. The findings of this study can be followed up by designing diagnostic tests and instructional designs in biology topics which consider students’ difficulty.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Biology Education, Higher' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography