Relevant bibliographies by topics / Biology Education, Secondary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Biology Education, Secondary'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Biology Education, Secondary"

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Nehm, Ross H., and Rebecca Young. "“Sex Hormones” in Secondary School Biology Textbooks." Science & Education 17, no. 10 (April 1, 2008): 1175–90. http://dx.doi.org/10.1007/s11191-008-9137-7.

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Šorgo, Andrej, and Andreja Špernjak. "BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 317–32. http://dx.doi.org/10.33225/jbse/20.19.317.

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In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.
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Chinwe, Nwagbo, and Chilee Gloria. "Biology Laboratory Material Resources Utilization in Colleges of Education: Implications for Curriculum Delivery in Nigerian Secondary Schools." Global Journal For Research Analysis 3, no. 4 (June 15, 2012): 1–3. http://dx.doi.org/10.15373/22778160/apr2014/1.

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Namuddu, K. "Teaching and Learning Biology in Secondary Schools in Kenya." Studies in Science Education 17, no. 1 (January 1989): 57–98. http://dx.doi.org/10.1080/03057268908559974.

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Welford, A. G., and J. F. Donnelly. "Biology in the secondary science curriculum." Journal of Biological Education 23, no. 3 (September 1989): 208–12. http://dx.doi.org/10.1080/00219266.1989.9655069.

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İsfəndiyar qızı Sadıqova, Günay, and İlhamə Əlixan qızı Quliyeva. "Physical education secondary schools, relations sports, preschool military and biology." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 43–45. http://dx.doi.org/10.36719/2663-4619/64/43-45.

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Sport not only makes us healthier, but also gives us a sense of self-confidence. In general, we become more energetic with an active lifestyle, which affects the rejuvenation of cells and metabolism. While some people consider sports to be a duty to protect their health, there are also people who believe that sport is a form of entertainment, because there are many sports that do not require much physical effort. There are no barriers to exercise for a person who is really worried about his health. Healthy upbringing of young people, equipping schoolchildren with medical knowledge has not lost its relevance today as the main task of pedagogical staff. Because our independent republic must be governed by healthy, well-developed and ready young people. By conducting research on the teaching of sports knowledge to students in the teaching of biology, it is to study its content, possibilities, directions, forms and methods, optimal forms of organization, ways and effective work system. Key words: sports lessons, health, anatomy, teaching process, extracurricular, interest, favorable conditions, application of new learning technologies, quality of education, family, educational institutions, secondary schools, universities
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김호진 and KwakDaeOh. "Need Assessment on In-Service Education for Secondary School Biology Teachers." Journal of Research in Curriculum Instruction 13, no. 4 (December 2009): 755–71. http://dx.doi.org/10.24231/rici.2009.13.4.755.

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Kragten, Marco, Wilfried Admiraal, and Gert Rijlaarsdam. "Students’ Ability to Solve Process-diagram Problems in Secondary Biology Education." Journal of Biological Education 49, no. 1 (April 4, 2014): 91–103. http://dx.doi.org/10.1080/00219266.2014.888363.

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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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McComas, William F., and John E. Penick. "Exemplary Programs in Secondary School Biology." American Biology Teacher 51, no. 3 (March 1, 1989): 137–41. http://dx.doi.org/10.2307/4448879.

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Dissertations / Theses on the topic "Biology Education, Secondary"

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Wedel, Elsa. "Biology in Swedish Upper Secondary School : Does it Contribute to Ecocentrism?" Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157624.

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Environmental issues are increasingly on the agenda and education is recognised as an important part in turning the negative trend. Originally formulated in 1976, the intent of environmental education was toprotect the nature from human impact and to induce in students a sense of the natural worlds’ own values.However, this has come to change during the years and the focus now lies on the values that nature possess for humans, in the shape of education for sustainable development. Though creating a concern for the environmental issues, critics point out that the anthropocentric attitude is not as strongly committed to protecting the nature as the ecocentric attitudes are, and therefore suggest that ecocentrism should be included in the curriculums. Assuming that biology in Swedish upper secondary school is the only subject where such values may be considered this study examines whether there is a significant difference between students who undergo these classes and students who do not, in terms of their attitudes. The study was divided in two parts, where firstly a content analysis was performed to confirm that biology was indeed the only subject to include ecocentric values, and secondly a comparative study was performed with students (n=82) taking biology and students not taking biology in Swedish upper secondary school. The results imply that biology is unique in including ecocentric attitudes, however, not to the extent that was expected. Furthermore, the results reveal that there is no significant difference between students taking the biology classes and students who do not, implying that the subject biology is not successful in increasing students ecocentric attitudes.
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Lewis, Matthew. "Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5219.

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In addition to the memorization, algorithmic skills and vocabulary which is the default focus in many mathematics classrooms, professional mathematicians are expected to creatively apply known techniques, construct new mathematical approaches and communicate with and about mathematics. We propose that students can learn these professional, higher level skills through Laboratory Experiences in Mathematical Biology (LEMBs) which put students in the role of mathematics researcher creating mathematics to describe and understand biological data. LEMBs are constructed so they require no specialized equipment and can easily be run in the context of a college math class. Students collect data and develop mathematical models to explain the data. In this work examine how LEMBs are designed with the student as the primary focus. We explain how well-designed LEMBs lead students to interact with mathematics at higher levels of cognition while building mathematical skills sought after in both academia and industry. Additionally, we describe the online repository created to assist in the teaching and further development of LEMBs. Since student-centered teaching is foreign to many post-secondary instructors, we provide research-based, pedagogical strategies to ensure student success while maintaining high levels of cognition.
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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.
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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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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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 teachers and district student scheduling personnel. Findings from the study indicate GH Bio does make a difference in academic outcomes in students taking the foundational course before taking the Biology I course, and subsequently, the Biology I EOC exam. Findings also show there are cognitive, affective, and conative differences between the GH Bio students and their non-GH Bio peers while in Biology I. The study also seeks to determine why some students are scheduled for GH Bio and others are not. Findings indicate there are variances as to the reasons and intent for scheduling students into GH Bio. Some students who could benefit from the course are not being scheduled into the course.

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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. Sixty-five percent (final n = 419) of the questionnaires were returned. Analysis confirmed that, while a strong majority (96%) of Arizona teachers gave some coverage to evolutionary theory, a significant proportion (33%) reported fewer than three class periods per semester in which evolution was a major topic; 10% left it out entirely. Fourteen percent of the teachers reported that they gave moderate-to-strong emphasis to religious explanations of the origins and diversity of life. It was unclear whether this was presented as an alternative scientific theory, or as religion or philosophy. Between ten and thirty percent also rejected the scientific validity of evolutionary theory, rejected the evolution of humans from ape-like ancestors, thought that religious explanations should be taught as part of high school biology classes, or agreed that creationism has a valid scientific foundation. The amount of emphasis given evolution by a teacher correlated positively with teaching experience, number of college classes in evolutionary biology taken by the teacher, the amount of in-service training a teacher had had on teaching evolutionary theory, and age. It correlated negatively with membership in Conservative Christian religious denominations and with degree of religious fervor. Interestingly, the possession of a degree in biological sciences (e.g., versus a degree in education) had no effect. When teacher attitudes (as measured by a series of opinion questions) were taken into account in multiple regression models, all variables except specific evolutionary biology coursework became non-significant. The only variables that correlated with teacher emphasis on creationism were Conservative Christian church membership and religious fervor---both positive correlations. Again, education had no effect.
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Brown, Judith Ann. "Unifying concepts in the high school biology curriculum--one or many : an investigation of rural, suburban, and urban schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7544.

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Leung, Wai-ming. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833121.

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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.

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Hyer, Eric L. "Fresh Water Ecology Unit for Secondary Education Science Courses." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1762.pdf.

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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 secondary texts contrasted were Modern Biology and the BSCS Blue and Green series. A variety of textbooks were analyzed for higher education biology including those authored by Villee and Weisz. Teacher education methods textbooks which covered science education or biology teaching were also analyzed. Five topics were analyzed in each of the textbooks: the scientific method, classification, amphibians, heredity, and ecology. The evaluation instrument was adapted from the Curriculum Materials Analysis System for Science (Haussler & Pittman, 1973) and the Virginia Department of Education Science Textbook Evaluation Instrument.;It was hypothesized that the analyses would reveal that innovations and reforms in high school biology textbooks preceded reforms in higher education teacher education programs which would indicate that prospective teachers were not being taught the necessary skills, behaviors, or methods in their required coursework to adequately institute the reforms on the secondary level. It was also hypothesized that the analyses would reveal an inordinately long period of time before prospective teachers were being instructed in the methods necessary for them to function effectively in secondary classrooms with the reform curricula.;It was concluded that there was generally very little collaboration between the various sectors of education during 1950 and 1975. The first hypothesis was confirmed and the second hypothesis supported but not totally confirmed due to the lack of information on how textbooks were actually used in the teacher education classrooms. Further research is needed in this area.;Additional findings of the study indicate that textbooks from the recent past are difficult to locate and thus a significant portion of the history of education is disappearing.
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Books on the topic "Biology Education, Secondary"

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Lewis, James. Biology for GCSE. London: Unwin Hyman, 1987.

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Mackean, D. G. GCSE practical assessment: Biology. London: Murray, 1987.

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inc, Prentice-Hall, ed. Human biology and health. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1994.

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Education, Alberta Alberta. Biology 20-30. [Edmonton]: Alberta Education, 2007.

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Jenkins, Morton. GCSE human biology. London: Letts Educational, 1997.

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Jenkins, Morton. GCSE human biology. London: Letts Educational, 1994.

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Billing, Paul. Biology: A teacher's guide to organisation and assessment. Basingstoke: Macmillan Education, 1989.

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Learning, Alberta Alberta. Biology 20-30 program outcomes: Consultation draft. Edmonton, Alta: Alberta Learning, 2003.

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Ren min jiao yu chu ban she. Sheng wu (Xuan xiu 2): Sheng wu ke xue yu she hui. Beijing: Ren min jiao yu chu ban she, 2004.

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Learning, Alberta Alberta. Biology 20-30, program outcomes: Resource development draft. Edmonton, Alta: Alberta Education, 2005.

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Book chapters on the topic "Biology Education, Secondary"

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Price, Jeremy F. "Understanding the Meanings Secondary Biology Students Construct around Science through Drawings." In Drawing for Science Education, 205–15. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_18.

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Liu, Yang, Mihye Won, and David F. Treagust. "Secondary Biology Teachers’ Use of Different Types of Diagrams for Different Purposes." In Models and Modeling in Science Education, 103–21. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06526-7_5.

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Boer, Hilde J., Gjalt T. Prins, Martin J. Goedhart, and Kerst Th Boersma. "Students’ Experienced Coherence Between Chemistry and Biology in Context-Based Secondary Science Education." In Topics and Trends in Current Science Education, 385–402. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_24.

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Dokopoulou, Maria, Evangelos Bozas, and Evangelia A. Pavlatou. "Multimedia Applications by Using Video-Recorded Experiments for Teaching Biology in Secondary Education." In New Developments in Science and Technology Education, 97–107. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22933-1_10.

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Deshmukh, Narendra D. "Designing and Field Testing of Remedial Material to Rectify Students’ Misconceptions in Biology at the Secondary School Level." In Biology Education for Social and Sustainable Development, 259–69. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_28.

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Cheng, Ka Lok, and Kam Ho Chan. "Evolution Education in Hong Kong (1991–2016): A Content Analysis of the Biology Textbooks for Secondary School Graduates." In Evolution Education Around the Globe, 315–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90939-4_17.

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Liu, Enshan, and Mingyu Li. "Enhancing Science Teacher Professional Development: Lessons from a Study of Misconceptions of Junior Secondary Biology Teachers." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 401–12. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_18.

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Cox, Charlie, Birdy Reynolds, Anita Schuchardt, and Christian Schunn. "How Do Secondary Level Biology Teachers Make Sense of Using Mathematics in Design-Based Lessons About a Biological Process?" In Connecting Science and Engineering Education Practices in Meaningful Ways, 339–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16399-4_14.

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Munford, Danusa, Marina De Lima Tavares, Francisco Ângelo Coutinho, and Maria Luiza Neves. "Educating Biology Teachers from a Socio-Cultural Perspective." In Designing and Teaching the Secondary Science Methods Course, 109–27. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_7.

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BRUMBY, M. "An Issue Approach to Teaching and Learning in Secondary School Biology." In Education and Health, 215–23. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-033947-4.50052-4.

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Conference papers on the topic "Biology Education, Secondary"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Valarezo, Jorge, Rosman Paucar, Ofelia Santos, Katty Guaicha, Mónica Loaiza, and Daniel Delgado. "THE VIRTUAL LEARNING ENVIRONMENT AS AN EDUCATIONAL RESOURCE FOR TEACHING BIOLOGY IN SECONDARY EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1116.

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Marcineková, Zuzana, and Lenka Pavlasová. "CLIL IN BIOLOGY AT CZECH AND SLOVAK SECONDARY SCHOOLS (ISCED 3)." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1048.

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Cai, Yiyu, Qing Cong Eugene Teo, Qi Cao, Ryan Aung Ba, Siti Faatihah Binte Mohd Taib, and Jieqiong Chen. "VIRTUAL & AUGMENTED REALITY TECHNOLOGY HELP LEARNING OF BIOLOGY IN SECONDARY SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1968.

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Vallejo, José Ramón, José Antonio González, Dídac Santos-Fita, Paulina R. Lezama-Núñez, and Emilio Costillo. "TRADITIONAL COSMETICS AS A TEACHING RESOURCE: THE SECONDARY EDUCATION STUDENT LEARNING CHEMISTRY AND BIOLOGY THROUGH ETHNOSCIENTIFIC RESEARCH." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2336.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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Porozovs, Juris, and Soneta Grosberga-Merca. "Students' and Teachers' Opinion on the Possibilities of Improving Students' Research Skills in Biology Lessons." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.051.

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Acquisition of students' research skills in the learning process is one of the main goals in the educational process. The aim of the study was to clear out the opinion of students and teachers on the possibilities of improving students' research skills in biology lessons. The survey of the 10th, 11th and 12th-grade students about their opinion on the importance of research skills, the level of their research skills and possibilities of improving students’ research skills in biology lessons were carried out in three secondary schools of Latvia. Altogether 142 students were surveyed. Three biology teachers were interviewed as well. The results of the research showed that most of the surveyed students appreciate the benefits of acquiring research skills. The majority of the surveyed students rate their level of research skills as average. Most of the students usually do not have problems with research activities. Students consider that the most difficult of the stages is nomination and justification of the hypothesis. The majority of surveyed students consider that most of the methods used in lessons have a middle or big influence on the development of research skills. Students consider that laboratory work has the greatest impact on the development of research skills. Students evaluate the teacher's activity in the learning process and consider that different activities used in Biology lessons promote the development of research skills. The surveyed biology teachers rate the students' research skills as good. Teachers are convinced that one of the most important preconditions for the development of research skills is the formation of interest in the relevant topic. Successful cooperation between teachers and students plays a crucial role in the development of students' scientific skills.
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Smerdel, Snježana, and Meliha Zejnilagić-Hajrić. "PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.125.

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A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.
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Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.

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The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.

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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.
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